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KEY TO HISTORY 



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FIRST STEPS 



STUDY OF HISTORY. 



$art jfivnt 



KEY TO HISTORY 



BY ELIZABETH P. PEABODY. 




BOSTON: 

PUBLISHED BY HILLIARD, GRAY & CO. 

J. E. Hinckley & Co., Printers, 14 Water Street. 



1832. 



I' 






Entered according to Act of Congress, in the year 1832, 

BY HILLIARD, GRAY & CO. 
In the Clerk's Office of the District of Massachusetts 



/*>73 



KEY TO HISTORY 



INTRODUCTION. 



To deliver the mind from the thraldom of the present, and 
to prepare it to comprehend the future, the most obvious course 
is to open upon it the past, which is an assured gift of God to 
the race. Hence the importance of history. 

But in this country, no study is more neglected in schools, 
and even in colleges. In European institutions of learning, 
professorships are devoted to it. Here, an abridgement of uni- 
versal history is generally the only book which is studied, and 
although this be accompanied with a recommendation of gen- 
eral reading, as no criticism of authors is connected with the 
recommendation, even a rare mind, more than ordinarily capa- 
ble of directing itself, is often wasted upon books which are of 
no authority, or takes a course confounding to chronology, and 
every other general principle of connexion. The following- 
extract, translated some years since, by one of our most elegant 
scholars, from Wyttenbach's Life of Ruhnkenius, — though ap- 
plying, in the first case, to a single instance of false education in 
Germany, may be applied almost universally in this country. — 
" Every parent, I am sure," says the translator, " will feel, in 
ail its force, the delicate but cutting irony and the unanswerable 
reasoning which are alternately brought to bear upon a ques- 
tion of such vital importance to his children ; and no parent will 
rise from the perusal of it, without forming a solemn resolution 
to be no longer deluded by patent projects and royal roads to 
useful learning, but content himself with that slow though sure 
1 



a KEY TO HISTORY. 

process, which nature points out in her other works, as well as 
in the development of her greatest work, — man. The spongy 
mushroom will grow up and perish in a day ; while the solid 
and majestic oak requires an age to bring it to maturity." But 
we will proceed with the extract. 

Before Ruhnkenius was appointed to the office of a public 
teacher, he resided in the family of one of the principal men in the 
city. One evening they had at supper a man of wealth and rank 
(more distinguished for his goodness of heart than for his abilities 
or learning) who mentioned that he had a son at home, who was 
soon to go to the University ; and he inquired of Ruhnkenius what 
course of studies was there pursued. The latter among other 
things enumerated the Study of History. " Oh," said the father. 
" it will be unnecessary for my son to study history, as he knows 
that now ; for I have two daughters also, and I placed them and 
my son under a domestic teacher, or governess, as we call them : 
and she is better acquainted with history than any professor." 
Ruhnkenius, at that period of his life, whenever he wished to ex- 
pose the ignorance of others (especially of such a man as this,) 
was accustomed to make use of the Socratic irony ; but, as he ad- 
vanced in years, his native candor led him to content himself with 
merely setting people right, when they committed blunders. On 
this occasion he ironically replied — " You are truly fortunate to 
possess such a treasure as this governess ; you ought not, how- 
ever, to have the exclusive enjoyment of such a learned teacher, 
but to use your influence with the University to have her placed 
in a professor's chair for the benefit of the public at large." " Ah, 
you may joke," replied the other, " but I declare to you it is the 
fact." Then said Ruhnkenius, " What part of the history has your 
son learned, or from what author, or in what method ? " " Indeed." 
said the father, " I cannot inform you as to these points; for I 
learned history myself when 1 was young, and as I have advanced 
in years, I have forgotten these things; but I will send my boy to 
you, and he will satisfy you as to every thing." Some days after- 
wards, this governess' chick appeared, fluttering his little wings, 
and chirping, and feeling much self-complacency at the thought 
of showing off his learning to so celebrated a man. Ruhnkenius 
received the young pupil, in a friendly manner, and began to con- 
verse with him thus : 



KEY TO HISTORY. 4 

Ruhnktnius. I hear that you have made great progress in his- 
tory, and that you have at home a very able instructress in it. 

Pupil. This is the case ; our governess knows all history ; and 
I acknowledge that I have profited much from her instruction. 

R. What have you learned? Tell me. 

P. All history. 

R. But what is all history 1 Did your governess teach you all 
history, and yet not tell you what all history was? 

P. Yes — she did ; she is very learned. 

R. I do not doubt that you are right to value her highly ; but. 
think, yourself, what you mean by all history. 

P. All history ? why it is — it is what is contained in books. 

R. Well, I have here many books on history, as Herodotus, 
Livy, Tacitus, and others; I suppose you know those authors. 

P. No, I do not; but I know the facts related in history. 

R. I dare say you do; I see, however, that out of that know- 
ledge which you possess of all history, we must deduct a knowledge 
of the authors who have written it. But perhaps that governess 
of yours has informed you who Homer, Hesiod, Plato, and other 
poets and philosophers were ? 

P. I don't think she did; for if she had, I should have remem- 
bered it. 

R. Well, we must then make one farther deduction from your 
knowledge of all history ; and that is the history of the poets and 
philosophers. 

P. Why, I said just now, that I did not learn those things ; I 
learned matters of fact, and events. 

R. But those things, as you call them, were men; however, I 
mow understand you : the knowledge you acquired was a know- 
ledge of things, but not of men; as, for instance, you learnt that 
the city of Rome was built, but you did not learn any thing of the 
men that built it. 

P. True, true; Rome was built by Romulus and Remus, twin 
brothers, the sons of Rhea Sylvia and Mars; they were exposed, 
while infants, by King Amutius, but a she-wolf suckled them, and 
afterwards a shepherd brought them up and educated them — 

R. Enough, enough, my good little fellow; you have shown 
me now what you understand by the history of men and things 
But pray tell me what other men and things you were instructed 
in; for instance, tell me who and what Sylla was? 

P. He was a tyrant of Rome. 



4 KEY TO HISTORY. 

R. Was the term tyrant the name of an office ? 

P. Indeed I do not know ; but Sylla is certainly called in his- 
tory a tyrant. 

R. But did you not learn that he was Dictator ; and what the 
authority and duties of that office were ? 

P. No, not that I remember. 

R. But perhaps your governess instructed you in the authority 
and nature of other officers among the Romans, such as Quaastors, 
iEdiles, Prsetors, Consuls, Censors, Tribunes of the people, and 
other magistrates. 

P. No, she did not, for those things are hard, and are not so 
pleasing as great exploits; and besides, the explanation of them 
would have taken up too much of our time. 

R. As to this latter point, you will perhaps be better able to 
judge at another time. Well then, we must now make a still fur- 
ther deduction from your knowledge of all history, and strike off 
from it all knowledge of the offices of the Roman magistrates. 

P. Ah ! but we took more pleasure in reading about wars and 
exploits. 

R. Well, did you ever hear of Carthage, and the wars carried 
on against her? 

P. Oh yes ; there were three Carthaginian wars. 

R. Tell me, then, which party was victorious? 

P. The Romans. 

R. But were they victorious at the beginning? 

P. Oh no ; they were beaten in four battles by Hannibal ; at 
Ticinium, Trebia, the Thrasymene Lake, and Canns?. 

R. Did your governess tell you the causes of these defeats of 
the Romans ? 

P. No — she did not tell us the causes, but the matters of fact. 

R. Perhaps you understood of yourself the causes why the 
Romans finally retrieved their affairs. 

P. To be sure I do ; the cause was, their bravery. 

R. But were they not brave also at the beginning of those wars ? 
P. Certainly they were. 

R. Then their bravery wa.3 the cause of their being conquered 
and being conquerors ? 

P. Why — I don't know as to that; but I know I never was 
asked tuch hard questions before. 

R. Well, well, I will ask you something easier. Is it to be sup- 
posed that the Romans would have come off victorious in that war, 



KEY TO HISTORY. 5 

if the powerful sovereigns of that period had united their forces 
with the Carthaginians? 

P. What sovereigns were those ? 

R. Why, do you not know, that in that age there were in 
Macedonia, Asia, Syria, and Egypt, all those powerful kings who 
were the successors of Alexander the Great? 

P. Yes, I know that; but we used to take up their history in 
another chapter. I never thought of their living at the time of 
the Punic war. 

R. Do you not perceive, then, that their mutual rivalry was 
the cause, why they did not unite with the Carthaginians either 
in that war or afterwards, to oppose the progress of the Romans, 
in consequence of which those very kings were afterwards con- 
quered, one by one, by the Romans? 

P. I perceive it now, since you have told me of it; and I de- 
rive much gratification from your remark. 

R. It is indeed true, that the perception of the causes of things 
is not only gratifying, but useful. — However, you will not deny, 
that we must still go on to make further deductions from that stock 
of all history which you possess; we must deduct from it the 
knowledge of causes. 

P. I cannot, to be sure, deny that; but I am positive that with 
the exceptions you have now made, we learnt every thing else in 
history. 

R. Well, tell me about some of the other things that you learnt; 
or, if you are at a loss what to begin with, in such a multitude of 
things, tell me what is the beginning of history? 

P. The creation of the world. 

R. But I meant to ask you about men, and the affairs of men. 

P. The first human beings were Adam and Eve, whom God 
created on the sixth day, after his own image, and placed in Para- 
dise, from which the} r were afterwards expelled, and — 

JR. Don't go any further, I beg of you; I see you have got 
some little book by heart. But tell me now, generally, about what 
men and things subsequent to those, were you instructed by your 
governess ? 

P. About the posterity of Adam, the Patriarchs before and after 
the flood, and all about the Jewish nation, to the time of their 
overthrow. 

R. But what makes you think that those things you learned 
we true ? 

1* 



6 KEY TO HISTORY. 

P. Because they are delivered to us by divine inspiration .in 
the Holy Scriptures. 

i?. But did you find the Roman history, and other things that 
you have learned, all in the Holy Scriptures ? 

P. Certainly not. 

R. But yet you believe them. 

P. Believe them? why not? They are related in other book* 
worthy of credit. 

R. Pray what books are those ? 

P. Our governess has two, one a small book that we learn to 
recite ; the other, a large work in several volumes, from which 
she sometimes reads to us. 

R. But were the authors of those books witnesses of the events 
which they relate ? 

P. Oh no ; they are of modern times, and lived either in our 
day, or within the memory of our fathers. 

R. Where did they get their knowledge of the things men- 
tioned in their books? 

P. From other books that are worthy of credit. 

R. Do you know those other books ? 

P. No— I do not. 

R. How can you venture, then, to assert that those books are 
worthy of credit, when you do not know them? 

P. 1 believe what our governess tells us. 

R. Pray how old are you ? 

P. Fifteen. 

JR. Upon my word ! You are now almost a young man, and 
your governess still treats } t ou like a little boy. 

P. How so ? 

R. Why because she teaches you history as we tell stories to 
little boys. But do you think the history she teaches }^ou is true ? 
or is it a matter of indifference to you whether she teaches you 
truth or fables ? 

P. Indeed it is very far from being a matter of indifference to 
me ; but I am sure that every thing she teaches us is true. 

R. Well — if you know that to be the case, then you must know 
the manner in which you distinguish truth from falsehood. 

P. No, I cannot say that; but I believe what our governess 
says to us, because she is a woman of truth. 

R. But see how inconsistent you are ; one while you say you 



KEY TO HISTORY. 7 

know these things, then you say you do not know, and then again 
vou say you believe in your governess. 

P I cannot answer you so easily as I can her ; for she, some 
how or other, asks me in an easier way. 

R. Well, my good fellow, I will ask you something easier : 
what is history designed to teach us, truth or falsehood ? 

P. The truth, certainly. 

R. Can any body then either teach or be taught history prop- 
perly, without knowing how to distinguish between truth and 
falsehood ? 

P. Why— I do n't know— 

R. You don't know? Do you know this, then, whether his- 
tory is studied for the sake of any utility derived from it? 

P. I suppose great utility is to be derived from it. 

R. What are the advantages of it? 

P. Indeed I do not know. 

R. But did not your governess tell you that the foundation of 
many parts of our knowledge rests upon historical facts, and thai 
we are enabled by history to understand better and more readily 
other parts of human knowledge; and that it is particularly useful 
in furnishing examples for the government of life both in private 
and in public ? 

P. No, she did not tell us that ; but I think it must be so, for it. 
seems reasonable. 

R. Well then, answer me one question : may not a thing, by 
means of which we accomplish another thing, be properly called 
an instrument 1 

P. 1 think so. 

R. Then history must be considered as an instrument of ob- 
taining those advantages of which we have been speaking. 

P. Certainly. 

R. Once more : is money an instrument useful to us in our 
progress through the world ? 

P. Most assuredly, and a very important one. 

R. Well, if any man should go on heaping together money of 
every sort, and should pay no attention to see if his pieces of coin 
were good or bad, and should thus become possessed of muck 
counterfeit money, what would be his condition ? Would he not; 
be under a very great disadvantage when it should become neces- 
sary to make use of his money, and he should find it to be counter- 
feit? 

P. He certainly would. 



8 KEY TO HISTORY. 

R. Once more : do not the instruments of navigating the ocean 
consist of the master and sailors, the ship and her parts, as the 
bottom, deck, helm, anchor, sails, masts, cables and other things ? 
Now the merchant or master, before he trusts himself to the winds 
and waves, looks for and provides those instruments himself, — and 
does not take them upon trust, and without examination, from other 
persons; he examines and judges whether they are sound and 
strong, and capable of securing him against shipwreck and de- 
struction. 

P. That is all very true. 

R. Again; we have just said that history is the foundation of 
knowledge ; now do you think it is of no consequence to a building^ 
whether its foundations are solid and firm, or weak and slender? 

P. Most certainly, it is of great consequence. 

R. You see by this time, my little fellow, what sort of an in- 
strument and what sort of a foundation you have in the history 
that you have learned ; how hazardous it would be for you to make 
use of it in the voyage of life, since it would afford you either no 
examples at all, or very fallacious ones, and, in respect to your 
pursuits, would only supply you with empty authorities and pre- 
cepts. You imagined that you understood all history; you now 
see how many deductions must be made from that knov/ledge. 
You have heard nothing of the historians themselves, nothing of 
the philosophers and poets, nothing of magistrates and other offi- 
cers, and, as I perceive, nothing of various other things, relating 
to peace and war, times and places ; nothing of causes, and, in 
short, nothing respecting the manner of discerning truth from false- 
hood ; now, when all these things are taken away from your stock 
of all history, what is there remaining? 

P. I now begin to understand, and I am sorry for the labor I 
have spent in my history — 

R. No ; take courage, for now you may promise yourself that 
yoxi will know something, because you arc sensible how much 
there is that you do not know; and you perceive, I think, now 
that you are about to enter upon the studies of the University, 
and, as it were, to prepare for the voyage of life, both private and 
public, how slender the foundation of history is, which you now 
have, and how puerile and insufficient an instrument it is for that 
purpose ; and that you are in need of something more substantial 
and efficacious, and which will be more becoming a man ; one 
which shall qualify you for a more perfect knowledge of things, 



KEY TO HISTORY. 9 

and causes, and enable you to judge of truth and falsehood ; in 
short, to make } r ou acquainted with the history of history itself; 
that is, that you may know what writers have treated of the sub- 
jects of history, and of what credit and authority those writers are. 

P. Your remarks are very good, and I beg of you to furnish 
me with some little book, from which I can learn all this in a short 
time. 

R. My young friend, henceforward you must exercise your 
judgment, and pursue a manly and critical course of study. This, 
however, is not to be acquired at once, and by the use of any little 
book; but you will hereafter be able to read to advantage and to 
understand the various books relating to it, by gradually accus- 
toming yourself to attend to the instruction of those who teach his- 
tory according to these principles. 

Wyttenbach's Life of Ruhnkenius* 

The extensive and complete plan of study suggested by this 
lively extract, may seem at first, to take history from the 
studies of the very young. It should not, however, do so. The 
study should commence very early, that history may take its 
right rank in the mind, as a source of practical wisdom. Chil- 
dren are eminently social, and their views of what others do 
and think, is the most powerful influence which is exerted over 
them. From the very first, they should be taught to look 
abroad into different states of society. They should know, 
from the very first, that they have a large field of thought to 
range in. To see different religions, and different governments, 
and different circumstances of social life, which still leave indi- 
vidual points in the characters of those subjected to them, touch- 
ing a universal sympathy, will lay the corner-stone of a true 
liberality of heart. To see, at once, in what different circum- 
stances human nature is placed, and the different forms which 
the same elements assume, before the mind has made any ar- 
bitrary associations as to what is beauty and truth, is the surest 
means of destroying the principle of dogmatism, and making the 
mind genuinely modest and free from slavery to its own pecu- 
liarities. Nor should that genial season of the soul be lost to 
history, in which the mind can be given up to an author with 



10 KEY TO HISTORY. 

the same recklessness and devotion with which youth gives it- 
self up to all its voluntary pursuits. It is the only season for 
complete and full impressions. It is not possible to interest 
children too soon in historians, contemporary with the ages they 
describe. These authors alone are able to breathe the spirit of 
the age whose story they tell. Memoirs of individuals, and char- 
acteristic anecdotes, and, generally, the philosophy of the period, 
pervade their writings, and convey to the imagination and sen- 
sibility, imperishable impressions. Youth Avho are made ac- 
quainted with these authors, grow up as it were in many ages, 
and many countries, and have a chance to escape the influences 
of the present age, to which so many surrender themselves to 
perish with it; and to feel the influences of the great relations 
of humanity, before they are circumscribed to those of any 
party, or even any single country. 

But even contemporaneous authors should be read with dis- 
crimination, and the dull parts left out. The passiveness, with 
which young people often take down the dull and stupid, as 
well as lively and brilliant parts of a book given them to read, 
involves a thousand evils. It often disgusts the bright mind 
with study, and quenches the small gleams of the desire of know- 
ledge in the easily discouraged, and the indolent, and the stupid. 
Before the age of speculation comes, the mind should be filled 
with facts and images. But in order to impress facts and 
images, they must be well selected and arranged, and the mind's 
own activity be roused to react on them. In order to effect 
this, the instructer should carry the pupil from book to book, 
taking from each author that part, which he has treated with 
the most talent. 

This plan will also give the pupil's mind a sort of mental 
independence, a freedom from the peculiar influence of authors, 
which is a consideration of great practical importance. 

But, although vivid conceptions of character and events are the 
foundation of general sympathy, and of a true knowledge of 
humanity, history will not produce its best fruits in the mind 
without something more. The rational faculties must be satis- 
fied. Present experience contradicts the probability of events. 



KEY TO HISTORY. II 

and makes it difficult for the mind to realize the possibility of 
states of mind and thought, which prevailed in remote ages. 
When the age of reflection succeeds the age of impression, a 
secret process of the mind sets the picturesque delineations of 
"biographers, annalists, and poets, on the same level with the 
no less vivid conceptions of romance writers, to which they bear 
a greater resemblance than to the events and spirit of the pre- 
sent time. In this way, the highest uses of history are gradual- 
ly lost, and the mind is left to narrow itself again to the small 
sphere of present realities, and is no longer fed by the specta- 
cle of its own nature under the influence of various circum- 
stances, and the inspiration of different leading ideas. Histori- 
cal criticism, therefore, and a survey of the events of time in 
relation to the development of various great general principles, 
should follow the unquestioning, enthusiastic assent of the soul 
of children, to the heroic and romantic legends which form the 
staple of the native history of every country, at least in its ear- 
lier periods. 

The following Key is intended to supply that deficiency 
of instruction in history, which is so prevalent in this country. 
It does not propose to give much original matter, but to lead, 
by a system of questions and directions, through the best au- 
thors, arranging them so that in the first place they may give a 
vivid, clear, and chronological view of things, and afterward? 
philosophical views. Such accounts of the lives and opinions of 
various authors, and such criticisms of their works, will be given, 
as may be necessary for the student to judge of the worth of 
their testimony. Each epoch is first to be surveyed under the 
guidance of contemporaneous writers ; and then reviewed with 
the assistance of those minds, which, being the growth of later 
times, are enabled to carry the lights of experience and philoso- 
phy upon the past, and point out those relations with other na- 
tions and other times which are invisible except to the distant 
observer. The history of each art and science will find its 
place in the course, in a connected form. 

Perhaps an objection will be made, in the outset, to the use 
of this Key, in general education, and especially in the edu- 
cation of girls. It will be said that the plan comprehends too 



12 KEY TO HISTORY. 

much. The truth is, however, that it is not so great a work, in 
relation to the time it will take to complete it, as at first it might 
appear to be. When any one knows how to read, and attend 
to reading without mental wandering, it is incredible what a 
number of volumes may be perused in a comparatively short 
time. And as to their being remembered, this depends almost en- 
tirely on their arrangement in a general plan. If the volumes suc- 
ceed each other so as to present the subjects in such an order 
as to correspond with the ordinary development, of the facul- 
ties, and the natural fluctuations to which the mind is subject 
are humoured, there is little doubt there will be a sufficient recol- 
lection of facts, but at any rate there will be a remembrance of 
what is most important, the general courses which human na- 
ture has taken, and the most striking modifications which par- 
ticular events have given to it. 

It is true, that the course of study here pointed out cann6t 
well be comprehended in a school education. But it is not ne- 
cessary that it should. It is only desirable that it be begun in 
school, and the interest be awakened there which never may 
sleep again. History is a kind of study which, more than any 
other, can be spread over many years. It is one in which soon 
there is no need of recitations. It is desirable that it should 
continue after the period of school-going is over. With the 
one sex it may fill up the interstices of collegiate and profession- 
al studies, and throw necessary light upon them. With the 
other, it can enlighten the retirement and freedom of home, and 
be an excellent alternation, if not a substitute, for the dissipa- 
tion of society, as that company is technically called, in which 
there is least play of the social principles, and of the sympa- 
thies of general humanity. This dissipation most unfortunately 
begins to take place in this country, at that age in which the soul 
seems to feel involuntarily its infinite affections ; and when it is, 
therefore, most lamentable to see it drawn forth, from employ- 
ments and scenes which lead to self-communion ; and from pre- 
paration for the high responsibilities, and holy duties, of the 
sweetest relations of life. Perhaps, on reflection, it will appear 
that as history is the department of human knowledge which is 
more within the sphere of woman's attainment than any other, 



KEY TO HISTORY. 13 

so the study of it is the most important to women, and has the 
most direct influence in forming them for the duties peculiar to 
their relations in life. The exercises of mind to which this 
study stimulates, and the kind of knowledge that it affords, is 
adapted to adorn and to deepen the tone of that intercourse of 
life in conversation which is so much in their power, and which 
has doubtless such a very strong influence, especially when it 
has any thing"in it which may deserve the name of character. 
Would it not indeed be a good plan to have a more regular 
means than we have of thoroughly educating girls in history ? 
They generally leave off school, and elementary studies, while 
young ; and all the outward means of stimulating to study 
suddenly cease to act on them. Might there not succeed to 
the ordinary schools, schools for studying history, which would 
not take up more than an hour in the day ; but which would 
help to give a regularity to the reading of history at home, and 
also afford an opportunity of receiving instruction and assist- 
ance from mature and highly cultivated minds ? There are ladies 
who are capable of keeping such schools and of communicating 
there with much cultivation of mind. To such the follow- 
ing Key would be very valuable, pointing out the plan of study 
generally, and enabling the individual members of a class to 
prepare themselves for recitations, either with an oral or written 
account of what has been read. 

But where schools of history are out of the question, this 
Key may be still more important ; — serving in a humble degree 
the place of an instructor to a family of sisters, or a party of 
friends, or a solitary student, that feels the importance and the 
interest of the subject. 

It may be remarked to those who from their situation have 
not an easy access to a variety of books, that the questions do 
not often skip from one to another, and that they are so ar- 
ranged that many books may be omitted, which it is not possi- 
ble to procure, and still the chain be not entirely lost. The 
multiplication of Lyceums however, and of libraries connected 
with them, will speedily, it is probable, afford access in all 
parts of our country, to bocks of such standard value as our 
questions generally take up. 
2 



14 KEY TO HISTORY. 

It will be observed that if the Key is used according to the 
directions here given, one, or, at most, two copies of the text 
book will be enough for a class. This is often a matter of much 
importance. 



FIRST STEPS 



STUDY OF HISTORY 



But we must not forget the pre-requisite to entering 
upon this long course of history. To know how to attend 
to reading, is a habit of mind which, generally speaking, 
must be formed with labor. This labor, it should be one 
of the first duties of a school teacher to form in his 
scholars ; especially since, though generally neglected at 
school, it is nearly all that can be done there for historical 
education. 

It is true that this habit dates back to the reading of 
the first story books which are put into the hands of chil- 
dren. Even before children read themselves, and while 
they are read to by others, questions should be asked them 
upon the reading, and they be taught to answer them. 
This will lead to discussions on the meaning of words ; 
and many exercises may be mingled with the reading ex- 
ercise, which will lead to clear ideas upon words. It is 
a good plan, for instance, to give children words, and re- 
quire them to make sentences in which they may be con- 
tained. Another good exercise is to make sentences, and 
use words nearly synonymous with the words which ought 
to be used, and require the children to correct them. 

But a profusion of story books should not be placed 
around a child if it is desired that an early taste for history 
be formed ; and, still more, interesting books on history 



16 KEY TO HISTORY. 

should be put into its hands at first. Interesting books, 
however, should still be books of authority. It is a mis- 
erable cheat to give to the young romances, under the- 
name of histories. 

There has, indeed, been a difficulty hitherto in this par- 
ticular among ourselves. We have been destitute of his- 
tories pleasing to the imagination, and at the same time 
not too remote in age for the very young. The picturesque 
historians have been too ancient and the modern historians 
too little picturesque. That difficulty is now in a degree 
remedied. Irving's life of Columbus is perfectly adapted 
to children, especially the abridgement, and his Voyages 
of the companions of Columbus is, if possible, still more 
striking to the imagination. These books, even when ta- 
ken alone, are amply sufficient to form the habit of attend- 
ing to the reading of history. We trust he, or some other 
equally gifted, will at some future time give us the adven- 
tures of the settlers in North America, especially the story 
of the Pilgrims. A series of sketches, in such a style, of 
the most interesting individuals who have been connected 
with the settlement, colonization, and independence of 
this country, would make their author all but " the first in 
the hearts of his countrymen." What a preparation it 
would be, for the critical and philosophical study of that 
history which requires and will doubtless employ the ma- 
ture years of the finest minds, enriched with the spoils of 
all time. 

But until these belter works are written, we must carry 
our students through such books as we have. These are 
parts of Dr. Robertson's History of America, Memoirs 
of Sebastian Cabot, &c. It is not intended to give a 
complete history of America. This would require some 
previous knowledge of European history in order to be 
well understood. The questions will therefore only take 



KEY TO HISTORY. 17 

up such biographical and historical works as are replete 
with adventure. 

It is not quite enough, however, to restrain the love of 
fiction, and to select interesting books in history for chil- 
dren. The reading of them must be superintended by a 
careful teacher. It requires much experience to under- 
stand how much is needed to be done for an ordinary class. 
The author is a teacher, and has gone through much 
variety of experience on this subject. The result of it all 
has been a conviction, that it is necessary to go through 
such a course of exercises as form the first volume of this 
Key, before beginning a long course of history ; and the 
directions, which follow, are grounded on a course actually- 
pursued, with striking success. 

When the scholars are very young, it will be found the 
best plan to omit the first nine chapters of the life of Co- 
lumbus, and commence at the tenth. It will be sufficient 
to introduce the subject with a remark to this effect : — 
that about three hundred and fifty years ago, America was 
not known by civilized people ; but a man of genius, 
having some knowledge of astronomy, and considering 
that the world was round, determined to sail west in order 
to arrive at the eastern shores of the continent already 
known. This may be illustrated by a globe. It can be 
remarked also, that the crews of his vessel were incredu- 
lous, and the people who fitted him out but half convinced 
of the feasibility of the undertaking, and Columbus him- 
self not in the least aware of the existence of another 
continent. If the scholars are old enough to understand 
it, it would perhaps be well to give a general lecture on 
the progress of political geography upon the theatre of the 
eastern continent, from early times, accompanied with a 
brief outline of history. This should be done in the most 
story-telling style, and have less of the air of a lecture, than 
2 # 



18 KEY TO HISTORY. 

of an indulgence to the story-craving spirit of children. It 
is almost incredible how much information may be given 
in this way, which could not be given in any other way, 
possibly. The progress of maritime discovery in the age 
preceding Columbus might be especially dwelt upon ; and 
it would also be useful to sketch the imaginary map that Co- 
lumbus made, previous to his voyage. A very good method 
of becoming acquainted with the geography involved in the 
history of Columbus, and other discoverers of the new world, 
would be, for each scholar to have a blank map of the 
Western Hemisphere, which might be traced, in its natu- 
ral features merely, from any atlas, and by quite a young 
scholar. On this map might be written, as the reading 
of the book goes on, the names of the places discovered, 
in their order of discovery ; which would also serve to 
quicken attention to the history, and engrave it on the 
mind. 

Having thus premised more or less geographical know- 
ledge, as the nature of the case would admit, let a very 
little of the text, (beginning at the tenth chapter,) be 
read aloud, and then questions be asked upon it. If the 
children do not readily answer, let the teacher answer, by 
reading a sentence from the book. This is better than 
to answer in his own words, because itjixes the attention 
upon the book. Let the passage then be read again. 
Perhaps the child himself may read the passage this time. 
The questions should then be asked again. Having thus 
made gradual progress to the end of the chapter, the ques- 
tions may be given to the children to guide them in writing 
an abstract from their recollections. This abstract may 
be at first made on the slate, and often it will be necessa- 
ry for the teacher to mark some questions to be omitted, 
when, to answer them all, would make this written exer- 
cise too long. 



KEY TO HISTORY. 



19 



It will be observed that the questions are minute on the 
description of persons, beautiful places, and striking scenes 
of any kind. The object of this is to form the habit of 
vivid conception by means of words; a habit, which, 
in ordinary cases, must be formed carefully, or half the 
effect of picturesque writing is lost. It is the natural ef- 
fect of a uniformly printed page to palsy rather than quicken 
a child's imagination, through the influence of uniformity 
upon the senses. But if the reader can be taught to co- 
operate with the writer, so far as to triumph over this, he 
may find that words are even more adequate than marble 
and canvass, to convey nature and moral ideas to the 
mind ; especially if the words be those of Washington 
Irving. 

And we cannot refrain from remarking in this place, on 
the incalculable advantage to the youthful student, of study- 
ing an author, who has the power to see all the beauty and 
glory that gild the dark clouds of character ; and whose 
style is not only so full of pictures, but such a treasury of 
sweet sounds. Written abstracts, made by means of the 
following questions as a guide, could hardly fail of gaining 
something in style, when the matter to be remembered 
must bring such associations of harmony and beauty. 

The questions from the beginning of the tenth to the 
end of the fourteenth chapter of the life of Columbus, will 
give a hint respecting the minuteness of questioning which 
a judicious teacher would combine with the first reading 
of history, in order to produce the habit of attention in 
itself. This minuteness can be continued still farther at 
the discretion of the teacher, if the case requires it. But 
in all the rest of the Key no other object is kept in view 
than to direct the student's attention to those important 
particulars, a vivid impression of which is necessary to 
the remembrance of the whole. 



20 



KEY TO HISTORY. 

QUESTIONS 
ON IRVING'S LIFE OF COLUMBUS.* 



How was Columbus' name written in Italian 1 

Where was he born ? and when ? 

What was his education '? 

What was his favourite study 1 

What was it his first inclination to do? 

What did Columbus afterwards think of these youthful 
inclinations for Geography and the sea? 

Did his father favour his wishes ? and how ? 

Why did he study Latin ? 

Did he remain long enough at the University of Pavia 
to become well educated ? 

How were the defects of education remedied ? 

At what age did he go to sea? 

What was the nature of the seafaring life in which he 
at first engaged ? 

What anecdote of hair-breadth escape is related by 
Ferdinand of his father, while yet sailing with the bold 
rover Columbo? 

Was this the first arrival of Columbus in Portugal ? 

CHAP. II. 

What aroused the spirit of discovery in the fourteenth 
century ? 

What prince of Portugal gave the grand impulse ? 
How did he become interested in the subject ? 
What great idea did he conceive and pursue? 

* The questions are adapted to chapters of the abridgement. 
But of course the larger work will give the answers. 



KEY TO HISTORY. 21 

What did he do for this end, and did he live to gain it? 

What drew Columbus to Lisbon? 

What was his presence at that time ? 

What was his figure ? demeanor ? the shape of his face ? 
complexion? nose? cheeks? eyes? countenance? air? 
hair? apparel? conversation? manner? temper? acquired 
character ? and religious spirit ? 

Whom j when, and under what circumstances did he 



marry 



How did this contribute to Columbus' advantages in his 
profession ? 

Why did he remove to Porto Santo? 
What advantages did he have there? 
What bold idea did his daring genius conceive? 

CHAP. III. 

What were the grounds on which Columbus made up 
his mind?* 

How did he feel after he had decided ? 

CHAP. IV. 

What northern voyage of discovery did Columbus make 
at this time ? 

Why did he not immediately set off on his western 
voyage ? 

What induced him to apply to King John of Portugal 
for assistance ? 

What did King John do in the way of encouraging his 
plan? 

What induced Columbus to quite Portugal in disgust? 

What other applications is Columbus said to have made 
for patronage ? 

It is unnecessary, probably, to observe that very young pupils 
should not have such questions as these asked them. Any ques- 
tions can be omitted at the discretion of the teacher, of course. 



22 KEY TO HISTORY. 

CHAP. V. 

What is the first trace of Columbus in Spain ? (Look 
at the 7nap.) 

What encouragements did Columbus meet with from the 
first Spaniards to whom he told his plans 1 

What did they do to enable him to go to court 1 

What was the nature and character of the union be- 
tween Ferdinand and Isabella ? 

What is known of Ferdinand's mind and character? 

What was the figure of Isabella ? her complexion ? hair ? 
eyes ? countenance ? manner 1 How did she compare 
with her husband in character ? 

In what department of government did Isabella shine 
the most 1 

CHAP. VI. 

Where did Columbus find the sovereigns of Spain ? 
How were they engaged 1 

What circumstances interfered with Columbus' success 
with the sovereigns ? 

How did he support himself through the tedious months 
of waiting ? How was he treated 1 

How did he at length obtain the royal audience ? 

What did Ferdinand think of him ? What did he do r 

CHAP. VII. 

Where did the learned counsel assemble, which was to 
decide on Columbus' plan ? 

What was the character of its members 1 

Describe the scene in the hall. 

What were the first objections with which his theory 
was assailed 1 

What objections were made even by those who admitted 
the globular form of the earth ? 



KEY TO HISTORY. 23 

How did Columbus answer these objections ? 

Did he make any converts? 

But what was the general impression ? 

What was the result? 

How was Columbus employed during the years of wait- 
ing that succeeded this inconclusive council ? 

When did Columbus press for a final decision, and what 
was it? 

Did the sovereigns close up all hope, however ? 

CHAP. VIII. 

What were Columbus' next attempts for patronage, and 
what their success ? 

Under what circumstances, and with what intentions, did 
Columbus return to the convent of La Rabida ? 

What new effort did Juan Perez de Marchena make 
to save the glory of the enterprise to Spain ? 

What was the success ? 

What great event happened to occur when Columbus 
arrived at the camp-court of Spain? Was he attended to, 
as promised ? 

What stipulation did Columbus make, which interfered 
at first with the progress of the negociation ? 

What did he do when he was thus again disappointed ? 

What induced Isabella to recal him when he was al- 
ready on the journey ? 

CHAP. IX. 

How was Columbus received? 

Did Ferdinand join in Isabella's patronage? 

What were the five articles of agreement drawn up be- 
tween Columbus and the sovereigns? 

How were they signed? Which sovereign bore the 
expense? 



24 KEY TO HISTORY. 

What immediate pious object did Columbus mingle 
with his plan of discovery ? 

What other object of a still more romantic nature, did 
he propose to attain by his personal profits from the expe- 
dition ? 

What provision was immediately made for the vessels, 
and their supply ? 

What particular favour was conferred on Columbus by 
Isabella ? 

How long had Columbus struggled with obstacles, be- 
fore his scheme was thus successful ? 

How old was he now ? 

What difficulties arose in getting the caravels? 

How, finally, was the squadron made up? 

Describe the embarkation. 

chap. x. 

In what day of the week did Columbus set sail? In 
what day, of what month, in what year ? and from what 
place? and towards what place did he steer ? (See the map.) 

Did he have any chart ? 

What is meant by a conjectural chart ? * 

How was the world laid out in this chart ? 

What mishap fell out the third day after setting sail ? 
What suspicion arose at this accident ? How did Colum- 
bus feel about it? 

Who commanded the Pinta ? How did he mend it ? 
What did Columbus do when this repair was found insuf- 
ficient ? 

Why did Columbus hasten to leave the island ? 

What delay was interposed by nature ? 

*The questions in italics are not answered in the book. 



KEY TO HISTORY. 25 

When did he lose sight of land entirely ? 

How did the crews feel ? and how did they express their 
feelings ? and how did Columbus try to soothe their dis- 
tress ? 

What general orders did he give the commanders of the 
other vessels ? What stratagem did he commence to de- 
ceive the sailors as to their real progress? — What object 
did they first fall in with 150 leagues west of Ferro ? How 
did it make them feel ? 

What phenomenon did Columbus notice on the evening 
of the 13th of September ? 

What is meant by the needle? and what by its varia- 
tion? and why was it very important ? 

Why did not Columbus tell of it? Was it found out? 
How did it make them feel ? How did Columbus attempt 
to allay their fears ? Did he succeed ? 

What propitious winds helped on the vessels ? 

What is meant by the trade winds ? 

What objects did they next meet with ? What did Co- 
lumbus think of these things ? What other signs animated 
the crews ? What made each one eager to descry land 
first? Did all agree with Columbus as to the course? 
Why did he persevere in his first course ? 

What causes at length combined to make the crew feel 
uneasy ? How were these counterbalanced ? 

What was the weather and appearance of the sea the 
next day? and what did the seamen think of it? and how 
did Columbus prove the fallacy * of their alarm. 

How were the next three days? What new alarms 
arose in the minds of the sailors ? 

* The teacher is reminded that constant care must be taken that 
the children understand every word used. After defining a word, 
it is a good plan to make sentences with the word in them, and to 
call upon the children to do so. 

3 



26 KEY TO HISTORY. 

How did nature answer these conjectures derived from 
the calm ? What was the cause of this swell ? 

Did the impatience of the seamen become dangerous to 
Columbus ? How did they work themselves into rebellion ? 
What did some of them propose to do with Columbus? 

How did Columbus work against these cabals? What 
occurrence of the 25th of September diverted them for a 
few days? 

What was done while the illusion lasted ? 

What change at last took place in appearances, and 
what effect did it have on the sailors? 

Why did Columbus alter his course a little, on the 7th 
of October ? What favorable appearances consoled them ? 
What new disappointment incensed them ? How did 
Columbus meet this unreasonable feeling ? What decisive 
indications the next day put to flight all doubt? 

How was the evening of the 8th closed, on board the 
vessels ? 

What signs of land and inhabitants did Columbus see 
during the night? 

When was the first signal gun fired, and by which ship? 

Who received the reward ? 

How far off was the land? and what did they do when 
they saw it? 

How did Columbus feel ? and what speculations did he 
probably make, while he waited for dawn, according to 
Irving's conjectures ? 

CHAP. XI. 

What did Columbus see before him, when the day 
dawned ? 

In what manner did they approach the shores ? 

What were the appearances of the shores and waters, as 
they approached ? 



KEY TO HISTORY. 27 

What did Columbus and his companions do on landing? 

What was the ceremony of taking possession ? 

How did his followers demonstrate their feelings towards 
him, now? 

What were the feelings and conduct of the natives dur- 
ing all these scenes? 

How did Columbus receive their scrutiny, and what 
new ideas did his manner seem to awaken in them? 

What was the appearance of the natives to the Span- 
iards? their natural complexion? hair? features? stature? 
age? apparent character? weapons? 

What presents did Columbus make them, and how were 
they received ? 

Why did Columbus call these natives Indians? 

How did the Spaniards pass the day ? and with what 
impression did they return to their ships? 

What did the natives call the island where Columbus 
landed? Where is it? 

What happened at the next day-break ? 

How were the canoes made, and how large were they ? 
What did the Indians offer in exchange for trinkets? 
What ornaments awakened the avarice of the discoverers? 

What account did they give of this gold, according to 
Columbus' interpretation of their signs? 

Of what people in the northwest did they give account? 
and what did Columbus conjecture from these accounts ? 

What did Columbus do at this island? and which way 
did he steer from it? and why did he take seven natives 
with him? 

What was the next land he saw ? and what did he con- 
jecture thereon ? 

What did he learn from exploring some of the islands? 

How did the natives regard the Spaniards? and serve 
them? What particular objects does Columbus enumerate 



28 KEY TO HISTORY. 

as delighting him ? What is said of the appearance of the 
fish of these seas ? 

In what was Columbus disappointed? 

What however still kept up his hopes ? 

What was the appearance of Cuba, as he approached? 
Where did he land ? 

What impressions did he receive in his coasting voyage 
along the island ? 

What were the appearances of the inhabitants, and his 
conjectures thereon ? 

What did he learn at the head-land, which he named the 
Cape of Palms ? 

What did the natives mean by Cubanacan 1 

What did Columbus fancy that they meant ? 

What did he conclude, on this ground ? 

What did he determine to do in consequence? 

What messengers did he choose ? and how did he fit 
them out ? and what did he enjoin them to find out 1 

How did they go, and what did they find ? 

Describe the interview. 

What action of the Indians attracted the attention of the 
envoys on their way home ? 

What new idea did Columbus gain from the Indians, 
to supply the place of his broken illusion ? 

What voyage did he make in consequence of this idea? 
Why did he return to Cuba ? What circumstance gave 
him uneasiness in regard to Pinzon, his fellow commander? 

What reasons had Columbus to fear that he might have 
parted company with him entirely ? 

What new spot did he descry off the east end of Cuba? 
How did his Indian guides endeavor to dissuade him from 
going towards it? What beautiful objects did Hayti pre- 
sent on his nearer approach ? 



KEY TO HISTORY. 29 

CHAP. XII. 

When did Columbus enter a harbour of Hayti for the 
first time ? What did he name it ? Why did he steer far- 
ther before he landed ? What did he name the next harbor 
that he came to ? What induced the Admiral to name the 
island Hispaniola? How was communication begun with 
the natives? How was the "wild beauty" treated? 
What attempt did Columbus make the next day to renew 
the intercourse ? Where, and how great was the village, 
and how were they received? 

With what impressions did the Spaniards return to their 
vessels ? 

Describe the visit of a young cacique to Columbus, 
while he was detained in one of the harbours of the west 
by contrary winds. 

Where did Columbus receive a message from a cacique 
named Guacanagari ? 

What was this message and its accompaniments? and 
how did Columbus answer it? 

What were the circumstances of the shipwreck near the 
residence of the cacique on the 24th of December ? 

How did Guacanagari receive the account of this dis- 
aster? and what did he do to assist his guest? Did 
the natives show a pilfering disposition ? What impression 
did they make on the mind of Columbus ? 

How did Guacanagari receive Columbus personally? 
What did the banquet consist of ? What entertainment 
was there afterwards ? How was the chief treated by his 
own subjects? 

What entertainment did Columbus give them in return? 
What impression did this make on the natives? How 
was this alarm changed into grateful exultation? 
3* 



30 KEY TO HISTORY. 

What success did Columbus have here in collecting 
gold? 

What information did the cacique give him, and what 
conjectures did he found thereon ? 

Who was Marco Polo ? 

What was the government among these Indians? 

How did they obtain food ? 

What were their amusements? 

What suggested to Columbus the idea of forming a germ 
of a future colony ? 

How could a fortress be armed? What would be the 
advantages of a colony? How did Guacanagari receive 
the idea? 

What news did Columbus hear of the Pinta? and what 
did he do in consequence ? and what determined him to 
return immediately to Spain ? 

How soon was the fortress completed? of what did it 
consist? How was it fortified? what was it named? 
How was it manned ? In whose command was it left? 
What charges were given to the men concerning the na- 
tives? and how did he provide for their employment? 

Why did Columbus give a military exhibition just be- 
fore his departure ? 
Describe the parting scene. 

CHAP. XIII. 

When did Columbus sail for Spain? When did the 
Pinta rejoin him ? 

What did Pinzon say of his having parted company 
with Columbus ? Did Columbus believe him ? How was 
he afterwards strengthened in his disbelief ? What did 
he do with the natives Pinzon had stolen ? How did Pin- 
zon feel on the occasion? 



KEY TO HISTORY. 31 

What is the description of the inhabitants of the prov- 
ince Aguay, where Columbus next anchored? Had the 
Spaniards any difficulty with these people ? Was any real 
healing made of this breach ? 

For what did Columbus take four Indians from this 
island ? Did he go to the Carribee Islands, and why ? 

What is said of the winds for the return voyage ? 

Describe the first storm. What was done when human 
skill failed? What peculiar troubles had Columbus? 
What did he do to save the history of his discoveries ? 

When did the storm begin to subside? 

Where did they come to anchor? How were they re- 
ceived ? What was the object of this outrage ? How 
did Columbus get away ? 

Describe their tempestuous voyage from St. Mary's. 
Where did they come to anchor ? now were they re- 
ceived ? * 

CHAP. XIV. 

What did Columbus immediately do on his arrival in 
the Tagus? 

What effect did his arrival have in Lisbon? How was 
he treated by King John ? 

What machinations were made against Columbus at 
this time ? How did he escape ? What famous visit beside 
did he make while in Portugal ? 

How did he return to Spain ? When and where did 
he arrive ? and after how long an absence ? 

How was Columbus received at Palos? What mea- 

* If the reading began at the ninth chapter, it will be now neces- 
sary to go back to the first, or the subsequent chapters cannot be 
understood. And the class will by this time be fully prepared for 
the whole. 



32 KEY TO HISTORY, 

sures did he take for an interview with the sovereigns? 
How was his letter replied to? 

When did Pinzon arrive? Where had he been? What 
had he done at Bayonne ? What were the circumstances 
of his landing? How was his letter answered by the 
sovereigns ? What became of him ? 

What can be said in praise and extenuation of Pinzon? 

CHAP. xv. 

Describe the journey of Columbus to Barcelona. De- 
scribe his entrance into the city. Describe his reception 
by the sovereigns. 

What account did he give of his voyage ? What ex- 
pression of joy followed? What vow did Columbus make 
at this time, in the flush of success? How did Columbus 
continue to be treated during the sojourn at Barcelona ? 
What coat of arms was given him? 

What is said to have become of the seaman who first 
descried the land of the new world? What is the anec- 
dote of the egg, (which is dated at this time)? 

CHAP. XVI. 

What power over the kingdoms of the earth was as- 
cribed to the Pope? and when had this idea sprung up? 

Who was at this time Pope? What was his character 
and connexion with Ferdinand? What embassy did 
Ferdinand send to him in regard to the discoveries? 

What did the Pope do in consequence? 

How were any conflicting claims between the two 
powers (Spain and Portugal) prevented? What was done 
to insure despatch in regard to all affairs relative to the 
new world ? 

What orders of an arbitrary character were given to 
Columbus and Fonseca, in order to their fitting out a new 
fleet? 



KEY TO HISTORY. 33 

What was the missionary department connected with 
the new fleet ? What orders did Isabella give the monks ? 
How were the six Indians christianized which Columbus 
had brought over ? 

What circumstance quickened the preparations ? What 
settlement ultimately gave the Brazils to Portugal? 

How large was the fleet for the second voyage ? and 
how was the fleet provided ? 

What causes contributed to swelling the ranks of Co- 
lumbus' volunteers ? What was the figure of Alonzo de 
Ojeda ? countenance ? personal powers ? accomplishments ? 
character? What is the first exploit recorded of him? 

Were there any circumstances occurred at this time, 
which may account for Fonseca's hostility to Columbus? 
How did Fonseca continue to control the affairs of India? 

CHAP. XVII. 

Describe the embarkation of Columbus on his second 
voyage. 

Why did Columbus touch at the Canaries? 

What course did he take from Ferro ? 

What was the appearance of the islands he first discov- 
ered, and what islands were they ? 

Where did they first find the pine-apple ? 

What horrible sights did they see here ? 

What conclusions did Columbus make from these 
sights ? What expeditions were made into the interior 
of Guadaloupe ? 

What adventure did Columbus have at the island of 
Santa Cruz ? 

What islands did he discover afterwards in pursuing 
his way to Hayti? What circumstances occurred as he 
coasted along the shores of Hayti ? 



34 KEY TO HISTORY. 



CHAP. XVIII. 

When did they arrive at La Navidad? What was the 
first communication from land? What information did 
they give of the garrison? What, of Guacanagari? 

What was done the next day ? 

What did Columbus do the day after ? 

What was the account Columbus received at length of 
the history of the garrison ? 

Did this account satisfy Columbus of the good faith of 
Guacanagari? What circumstances still kept alive the 
suspicions of many ? 

What impressions were made on the cacique by a visit 
to Columbus' ship? 

What is the story of Catalina? 

CHAP. XIX. 

Why did Columbus take a new site for his colony? 
How was the city built? 

What name was given to it? 

What trials and disappointments assailed the Spaniards? 
Did Columbus share them? 

What expedition into the interior did Columbus deter- 
mine on, and why ? 

Who was chosen for the leader of this enterprise ? 

Who accompanied him? Describe their journey of 
six days. What did they find ? 

Did Columbus hear any thing similar from any other 
quarter ? How many ships did he then conclude to send 
home? Under whose command? how loaded? and what 
did he write to accompany the fleet? 

What pernicious council did he give his sovereigns in 
this letter? How did he defend this measure ? How did 
the monarchs receive the idea, and reply to it? 



KEY TO HISTORY. 35 

How was the fleet received in Europe, and what were 
the general impressions made? 

What troubles began to prevail, meanwhile, in the col- 
onies ? Who fomented the evil, and how ? 

What was the conspiracy of Bernal Diaz, and how did 
it end? 

CHAP. xx. 

What expedition did Columbus himself project, to quiet 
and employ his people ? Whom did he make governor 
in his absence? Whom did he take with him, and how 
provided ? 

What was the progress of the first day? 

What was the effort of the next day ? 

What was the progress of the third day ? 

Describe the Vega Real. 

How were the Indians impressed by their approach ? 
How did they treat the strangers, when re-assured? 

Describe the march of the next two or three days. 
What change took place in the scenery, when they arrived 
at the mountains? What consolation did the Spaniards 
find for this desolate aspect? 

Why did Columbus name the fortress he built here St. 
Thomas? 

What exploring party did Columbus send forth at this 
time, and what report did it bring back ? 

What intercourse did he have with the Indians while 
at St. Thomas, and what did they tell him? 

In whose command and with how many men did Colum- 
bus leave St. Thomas? What impressions did Columbus 
gain of the character of the natives, from all he saw and 
heard ? 

How was Columbus and his men treated by the Indians 
during their sojourn at the Vega? 



KEY TO HISTORY. 



«HAP. XXI. 



What message did Columbus receive from St. Thomas, 
immediately on his return? What did Columbus do? 
What difficulties at Isabella gave him still more distress? 
How did Columbus endeavor to meet these difficulties? 
Why was this a source of hostility against him? Was 
there any excuse for the anger of the volunteers ? 

What was done to overawe the machinations of Caona- 
bo ? Who was made the successor of Margarite at St. 
Thomas? 

What orders did Columbus write to Margarite? What 
impetuous measure did Ojeda take on his journey to the 
fortress ? What junta for the government of the island 
did Columbus form, previous to his own departure on a 
new voyage of discovery ? 

CHAP. XXII. 

What was the plan of the present expedition? What 
did he expect would be the result? 

What information did he gain from the natives, as he 
coasted along? How did he change his course? What 
did he discover? 

What difference did he find between the natives of this 
and the other islands? and how was he received by them? 

What induced him to turn back ? 

What did he discover ? What did he conjecture con- 
cerning these islands? 

What favored this idea? 

Describe the continuance of his voyage along the south- 
ern coast of Cuba. What induced him to goon? What 
hardships did he encounter? and what illusions coun- 
terbalanced them ? What induced him, however, to aban- 
don his voyage ? What singular instrument did he call 
on his men to sign, before he would abandon his voyage? 



KEY TO HISTORY. 37 

What remarkable conversation occurred between Co- 
lumbus and an old Indian, at a place where he anchored 
on his return voyage? What still more remarkable cir- 
cumstance occurred soon after, on the shores of Jamaica? 

Where did Columbus go from Jamaica ? Why did he 
anchor in the channel of Saona? Where did he set out 
to go, after the weather moderated ? What prevented 
him? What produced this disease? What was its 
character? 

CHAP. XXIII. 

What joyful surprise awaited Columbus on his arrival 
at Isabella? Where had Bartholomew been all this 
while we have lost sight of him? What was the differ- 
ence of character between Diego and Bartholomew? 

What were the seamen-like accomplishments of Barthol- 
omew? In literary acquirements how did he differ from 
Columbus? What office did Columbus give him? To 
look back — how had Margarite conducted the military 
expedition Columbus had charged him with, when he 
last left the island? What was the contest between him 
and Don Diego? What was the final result of this re- 
bellion? What became of the army when Margarite had 
gone ? What acts of hostility did the uncommanded soldiers 
provoke the Indians to? 

Was any attempt made upon the fortress of St. Thom- 
as? What were the peculiarities of Alonzo de Ojeda? 
What great efforts did Caonabo make, and what was their 
result? 

What league did Caonabo then attempt to make? How 

many provinces and caciques were there on the island? 

Did all the caciques join in the league? What sufferings 

did Guacanagari undergo in consequence of his faithful- 

4 



38 KEY TO HISTORY. 

ness to the Spaniards? What proof of good faith did he 
give Columbus, immediately on his return? 

Why did not Columbus make a great and decisive 
stroke against the league immediately? What was the 
plan of operations he determined upon? 

What was done for Fort Magdalena against Ouatigu- 
ana? What method was taken with Guarionex? Who 
undertook the expedition against Caonabo? Describe 
Ojeda's manoeuvres? How did Caonabo conduct in the 
presence of Columbus? What respect did he show 
Ojeda? What did Columbus do with the captives? 

chap. xxiv. 
What arrival from Spain brought a flattering letter from 
the sovereigns to Columbus, and how did he reply to it? 
What new intelligence from the interior came to Colum- 
bus just on his recovery from his sickness? What force 
did Columbus assemble to oppose the Indian army? 
Where did they come to battle? What was the issue ? 
What tribute did Columbus lay on all the conquered? 
What was the effect of this measure on the natives? 
What became of Guacanagari ? 

chap. xxv. 

What did Margarite and Father Boyle do to injure 
Columbus in Spain, while he was endeavoring to remedy 
the evils produced by their misconduct? and with what 
effect? What measure was adopted about this time 
(April 15th, 1495) which shows the declining influence of 
the admiral ? What counterbalanced in a degree the 
unfavorable representations of Boyle and Margarite ? 
What was done however to ascertain the causes of the 
distresses at the colony? Who was this Aguado? 

What did Isabella do with the five hundred Indians 
Columbus had sent out? How did Aguado act when he 



KEY TO HISTORY. 39 

arrived at Hispaniola? How did Columbus conduct to- 
wards him when he returned from the interior ? What 
occurred next? When did Aguado prepare to return to 
Spain? Why did Columbus determine to go also? 
What delayed the ships? What discovery was made by 
Miguel Diaz during this delay? Of what advantage was 
this to Columbus? What did he do to secure it? 

chap. xxvr. 

Who did Columbus appoint Adelantado in his absence? 
What were the crews of the returning vessels? What 
account is given of Caonabo during this voyage? What 
difficulties did Columbus encounter during this voyage? 
What impression did his embarkation at this time make? 
What efforts did he make to keep alive the public interest in 
his discoveries? How was he received by the sovereigns? 
What did he propose to do next? What outfit did he 
ask? Was it promised? What delayed the execution of 
tjie promise? What did Isabella do in the spring of 
1497, for the gratification of Columbus? What meas- 
ures were taken for the good of the colony 1 

What difficulties arose on the part of the public which 
delayed the expedition ? What was proposed to Colum- 
bus, to supply the want of voluntary recruits ? How long 
was it, after all, before the supplies were sent to the 
colonies ? By whom, and how was the delay in the fitting 
out of the six ships of Columbus effected? 

CHAP. XXVII. 

What was the course taken by Columbus in his third 
voyage, and why? What difficulties did he have in this 
route which induced him afterwards to go northwest? 
What land did he see first? What observations and con- 
jectures did he make in coasting along the main land? 
What determined him to steer for Hispaniola? 



40 KEY TO HISTORY. 

CHAP. XXVIII. 

Had Bartholomew followed Columbus' plan in coloni- 
zing the country near the mines, discovered by Diaz ? 
What military expedition did he then go upon ? What 
kind of a country was Xaragua? What remarkable wo- 
man resided with Behechio 1 and who was she ? and how 
did she regard the Spaniards? How did Bartholomew 
meet Behechio and what was the result? How were they 
received and entertained? What tribute did he arrange 
should be paid? How did Bartholomew find the settle- 
ment of Isabella, on his return? 

What did he do to remedy this evil? 

What induced Guarionex, chief of the Vega, to take up 
arms, and what was the plan? How was this conspiracy 
disarmed? What was the final result? 

What information did Bartholomew immediately after- 
wards receive from Behechio? What circumstances at- 
tended this second visit to Xaragua? and what impression 
did it make on the Spaniards? 

What was going on in Isabella while the Adelantado 
was absent? Who was Francis Roldan, and what was his 
character? What did he do to accomplish his objects? 
What action of Don Diego's did Roldan turn to his own 
ends, and how? What plan did Don Diego devise to di- 
vert Roldan from his schemes? What use did Roldan 
make of this opportunity? Having thrown off the mask, 
how did he carry on his schemes? What measures did 
Don Bartholomew take, when he learnt the state of things? 
What fortunate arrival strengthened Don Bartholomew, 
and how ? How did he now act towards Roldan ? What 
did Roldan reply ? How did he induce his men to march 
away into Xaragua? What new conspiracy arose in the 
Vega? What did Guarionex do when he found the con- 



KEY TO HISTORY. 41 

spiracy was discovered ? Did the Adelantado pursue him? 
Was Mayonabex faithful to his friend? How were the 
chieftains finally captured, and treated? 

CHAP. XXIX. 

What was Columbus' first act on his arrival? Where 
was Roldan ? What had added to his party and resources? 
How did this happen ? 

What efforts did Carvajal make to bring back Roldan 
to his allegiance ? 

What measures did Columbus take to win over Roldan? 
and what did he do, in the hope of relieving the colony of 
the disaffected? 

How did the rebels receive Columbus' messenger Bal- 
lester? On this, what did he order next? Why did he 
afterwards give up this plan ? What account of matters 
and things did he send home to Spain? What accounts 
did Roldan send ? Which party had most power in Spain, 
and why? 

What negotiation took place with Roldan after the de- 
parture of the ships? 

What articles of arrangement were signed ? How came 
the engagement not to be fulfilled on the part of Roldan? 
From whom did Columbus receive a letter at this time, 
and what did it contain? 

What effect did this have upon Columbus? and what 
final arrangement was made with Roldan? How did 
Roldan conduct in his new office? What requests did 
Columbus make in his next letters to Spain ? 

chap. xxx. 
What expedition did Roldan go upon, about this time, 
and why did Columbus send him on it? What had been 
the plan and conduct of Ojeda's voyage ? What did he 
tell Roldan he intended to do in regard to Columbus? 
4* 



4$ KEY TO HISTORY. 

What did he actually do ? How did Roldan prevent 
Ojeda's execution of his schemes? • 

What was the cause, progress, and issue, of the conspi- 
racy of Adrian de Moxaca? 

CHAP. XXXI. 

What various means were taken in Spain to undermine 
the power of Columbus? 

What circumstances produced at last an impression 
against him in the mind of Isabella herself? What mea- 
sure did she at last resolve upon ? 

What was Bobadilla's character? 

What measures did he immediately take on his arrival at 
San Domingo, to supersede the family of Columbus, and 
establish himself ? 

CHAP. XXXII. 

What did Columbus do when he first heard of Bobadil- 
la's proceedings? 

What did he do when he received the letter from the 
sovereigns, commanding him to give implicit faith and 
obedience to Bobadilla? What did Bobadilla do when 
Coluncbus arrived ? How did Columbus conduct under 
aU these insults? How were his brothers treated? 
When did Bobadilla determine to send them home to 
Spain? Who was the commander of the caravel that 
carried Columbus in chains to Spain ? How was he treated 
by Villejo? 

CHAP. XXXIII. 

What impression was made in Spain by the arrival of 
Columbus in chains? 

How did Isabella first hear of the circumstance ? What 
letter did the sovereigns immediately write to him? 

What were the circumstances of this interview with the 



KEY TO HISTORY. 43 

sovereigns? How did they express themselves towards 
Bobadilla? What did they promise? But what were 
Ferdinand's secret feelings on this whole proceeding? 
And what was the policy of Ferdinand, in not reinstating 
Columbus in his privileges? 

What were the pretexts of delay ? On what grounds was 
Ovando appointed to succeed Bobadilla, instead of Colum- 
bus ? How is Ovando described ? 

What mistakes made by Bobadilla, were reported, be- 
fore Ovando's departure ? What orders in consequence, 
were given to Ovando ? What allowance was made to 
Columbus, and whom did he make his agent? "Vyhat de- 
cree is found among those of this occasion, being the first 
trace of negro slavery in the new world ? What was the 
outfit and style of Ovando? 

CHAP, xxxiv. 

What visionary scheme did Columbus employ himself 
about during the following year? 

What great event turned his thoughts from crusade to 
discovery again ? What conjecture did he make now con- 
cerning the western route to India? Was his plan for- 
warded by the sovereigns? What did he do to provide 
against misfortune in this distant and perilous expedition ? 

chap. xxxv. 

What was the age and condition of Columbus when he 
started on his fourth voyage ? 

Who accompanied him from his own family ? 

What was his squadron? What was his course? What 
was the state of things at San Domingo when he arrived 
in the harbor? How was he received? What was the 
fate of the two fleets? What circumstances in this disas- 
ter looked like retribution ? 



44 key to history. 

Where did Columbus then go ? What was the weather ? 
What other course did he have with the Indians? What 
did he find and hear on the coast of Villa Rica? 

What conjectures did he found thereon? 

What did the character of the natives seem to be? 
How was Columbus prevailed upon to turn back toward 
Veragua? What was the weather for the next three 
weeks? What character did the natives of Veragua 
show? What was the name of the cacique, and his char- 
acter ? What expedition did Don Bartholomew undertake, 
and with what success? What determined Bartholomew 
to plant a colony there? What was done to this end? 
What retained Columbus? 

How did Quibian regard these things? What plan did 
he lay to destroy the colony ? Who discovered this ? how ? 
— and what measures did he take to frustrate Quibian's 
plans? What confirmation of the plot did the Adelantado 
hear, and what did he do to get Quibian into his power? 
How did he escape ? 

Wnat was the booty of this expedition? 

chap. XXXVII. 
Why did Columbus venture to leave the colony? What 
attempt was immediately made by the Indians on the 
settlement, and with what success? What was the disas- 
trous affair of Diego Tristan? What train of circumstances 
finally induced the abandonment of the settlement? 

CHAP. XXXVIll. 

What course did Columbus determine upon, and why? 
Why did he go to Jamaica instead? What was done 
when they arrived? What plans were made to deliver 
themselves from this exile upon Jamaica? 



KEY TO HISTORY. 45 



CHAP. XXXIX. 



By what means was a mutiny excited among the fol- 
lowers of Columbus? Who headed it, and what was his 
first measure? What was the success of Porras in his 
schemes? What circumstances brought on a famine in 
Columbus' little camp 1 By what stratagem did Colum 
bus obtain supplies from the Indians ? 

CHAP. XL. 

What were the circumstances of the visit of Diego de 
Escobar to the exiles of Jamaica? What new transactions 
with the mutineers under Porras followed ? 

CHAP. XLI. 

What account is given of the four days' voyage of Men- 
dez and Fiesco from Jamaica to Hispaniola? Why did 

not r lesco return according to appointment .•• vv nai ei- 
forts did Mendez make for Columbus, and with what final 
success? How was Columbus received at San Domingo? 
What was the intercourse of Ovando and Columbus ? 

CHAP. XLII. 

What difficulties had Ovando encountered in his new 
government in regard to the Indians? What was Ovan- 
do's treatment of the province of Higuey 1 What was his 
treatment of Xaragua and its queen Anacoana ? What 
accounts of the state of the natives did Columbus write 
home to the sovereigns ? What difficulties did he have in 
regard to his own immediate affairs? What kind of a 
voyage did he have on his return to Spain ? 

CHAP. XLIII. 

What was the state of his affairs the following winter 
at Seville ? What efforts did he make in his behalf with 



£6 KEY TO HISTORY, 

the sovereigns? What tidings did he have from the 
court? In the mean time, what terrible calamity fell 
upon him ; closing all his hopes forever? What circum- 
stances hastened and attended the death of Isabella? 

Who made efforts for Columbus afterwards at court? 
When, and under what circumstances, did he appear 
again at court, himself ? How was he received? How 
did he pass the next few months? What was the last 
sally of his sanguine and unconquerable spirit? What 
were his last acts? When and how did he die? What 
was done with his body ? 

CHAP. XLIV. 

What were the characteristics of Christopher Columbus, 
intellectually and morally? 



KEY TO HISTORY, 47 



VOYAGES OF THE COMPANIONS OF COLUMBUS, 

Jllonzo de. Ojeda. 

Where was Alonzo de Ojeda born? and where brought 
up ? What is said of this house as a school for a young 
adventurer? What were the personal endowments of 
Ojeda ? . How old was he, when he went to the Moorish 
wars? How old, when he went with Columbus? Why 
did he not go on the third voyage with him? 

How came he to be patronized by Fonseca? What 
token of his favor did Fonseca bestow upon him ? 

How came Ojeda to conceive the project of making a 
voyage in the track of Columbus' third route? What 
patronage did he obtain? 

How did he find the means of fitting out his squadron ? 
How large was it? What noted characters were among 
his associates? 

When did he sail? What was his route? How long 
was his voyage? Where did he see land first? Where 
did he first see natives? 

What description did Vespucci give of these people? 
What does he say of their religion? and morals? their 
habitations? their riches? their manner of treating the 
dead? and the dying? and those sick of fevers? 

What was Ojeda' s route from Trinidad? and what did 
he discover in this coasting? 

Where did he unload? What intercourse had the. 
Spaniards with the natives there? What did Ojeda do 
in compliance with their requests? Describe the first 
contest. Did the Caribs rally again? What was the 
final issue? 



48 KEY TO HISTORY: 

What was Vespucci's account of the inhabitants of the 
next island touched at (Curac/>a) ? 

Why was the next village discovered named Venu- 
ezuela by Ojeda? What was the beginning of intercourse 
between the Spaniards and these people ? What change 
came over these fair appearances ? What did Ojeda do 
to meet this unexpected hostility, and with what result ? 

What did Ojeda do, in compliance with the entreaties 
of the natives, at the next place he discovered, called by 
the Indians Maracaibo? How were these adventurers 
treated ? What is the description of the natives of this 
part of the country ? Did the friendly intercourse keep 
up to the end ? 

Why did Ojeda abandon this coasting voyage ? How 
did he trust to excuse himself for going to Hispaniola 
against orders? Did Columbus permit him to remain? 
Where did he go next? When did he arrive at Cadiz? 
What were the results of this expedition ? 

How did Fonseca secure for Ojeda the royal favour, not- 
withstanding the meagre result of his first voyage?* 

What grants did he obtain for him? What were the 
particulars of his commission ? 

What was a principal reason for granting this govern- 
ment and these privileges to Ojeda? What associates did 
Ojeda find, and what was their outfit? When did he set 
sail ? 

Why did they land at Valnerfoso? What induced 
Ojeda to invade the Indians of this place ? What was the 
conduct and result of this invasion ? 

* In order to have a connected story of Ojeda, we omit at 
present our questionings upon the accounts of the voyages made 
during Ojeda's absence. Let the student turn to the second voyage 
of Ojeda. 



KEY TO HISTORY. 



49 



Where did Ojeda determine to form a settlement? 
Did he have any difficulty with the Indians, and how was 
it overcome? What difficulty did he have while building 
the fortress? What was the quarrel between him and his 
partners Vergara and Ocampo? How did it finally issue 
with Ojeda? 

What train of circumstances led King Ferdinand to 
appoint Alonzo de Ojeda to the command of the expedi- 
tion which was to colonize half the country of Terra Fir- 
ma? Who had the other half? What personal qualities 
of Nicuesa seemed to form him as a complete rival to 
Ojeda? How did Ojeda obtain the means for carrying 
on his enterprize? 

What were the first disputes between Ojeda and Ni- 
cuesa, and how were they settled ? 

When did Alonzo de Ojeda set forth on his third 
voyage? What remarkable adventurer sailed with him? 
(See Note.) 

What was the character of the natives of this country 
where Ojeda landed (Carthagena) ? How did Ojeda be- 
gin his operations with the Indians? How did the In- 
dians answer this extraordinary manifesto? What was 
the contest that followed, and its issue? What occurred 
to Ojeda in the pursuit on which he rashly went, against 
the advice of Juan de la Cosa ? How was he rescued from 
this peril? What became of the brave De la Cosa? 

How was Alonzo de Ojeda himself saved ? What ac- 
count did he give of himself? Who arrived in the harbour 
while Ojeda was yet not recovered from the effect of his 
disasters? How did Nicuesa act towards Ojeda in his 
day of misfortune ? What did they do in junction, to re- 
venge the death of La Cosa and his comrades? 

Did Ojeda still persist in colonizing this part of the 
coast? What difficulties did he find in choosing a place 
5 



50 KEY TO HISTORY. 

for a settlement? What place did he finally choose? 
Why did he name it St. Sebastian? What more earthly 
protection did he erect against this evil ? 

What was the fortune of his first foraging party into the 
interior, after he had erected his fortress? Did he make 
out better in bis succeeding attempts? 

Was the garrison ever attacked by the Indians? 

What gave the Indians an idea that Ojeda had a charm- 
ed life? What experiment did they try, to ascertain the 
fact, and with what success? What desperate remedy 
did Ojeda apply to his wound ? 

How came Bernardo ds Talavera to come to the set- 
tlement at this time? How had he obtained a vessel and 
crew for the purpose? What arrangements were made 
with Ojeda's starving colony and Talavera? 

Why did Ojeda propose to go to Hispaniola, after the 
new stock of supplies brought by Talavera failed? What 
arrangement was made for the government of the colony 
in his absence? How did he return? What were the 
adventures of Ojeda in this voyage, and where did they 
finally land? 

What difficulties did Ojeda and his party meet with 
from the Indians in the populous parts of the island ? 
What difficulties did they meet with from nature in their 
progress through the interior ? How long did they traverse 
this wilderness, and with what loss of men ? What traces 
of men did they at length discover ? How were they re- 
ceived and treated by the Indians? 

What pious vow did Alonzo de Ojeda perform when 
he had recovered ? What facts does Las Casas record con- 
cerning this chapel and its relique? 

How did Ojeda's party get to Macaca ? How were they 
received and treated there? 



KEY TO HISTORY. 51 

Of what party of Spaniards did Ojeda hear, at. this 
place, and who was the commander of them? Did Ojeda 
apply to Esquebel, and how was he treated by him? Did 
the party of Bernardino de Talavera accompany Ojeda to 
San Domingo, and why not? 

What did Ojeda learn concerning the Bachelor Enciso, 
when he arrived at San Domingo? What did he endea- 
vour to do for the relief of his colony, and with what suc- 
cess? What is the last achievement recorded of him, 
and the circumstances that led to it? What was his final 
end? 

Pedro Alonzo Nino and Christoval Guerra* 

When did these two adventurers make their voyage? 
How was the license for it obtained? How were the 
means of outfit raised? How large was the bark and crew? 

Where did they first land and how were they treated? 
What savage armado did they meet afterwards near Bora 
del Drago? What was the contest and its issue? 

Where did the Spaniards go next, and with what suc- 
cess in obtaining treasures? How long did they remain 
on the coast of Cumana? What check did they at 
last meet with? When did they arrive at home? What 
troubles did they meet with after their return, in conse- 
quence of their great success? 

Vicente Yanez Pinzon. 

What association was made in the Pinzon family for 
another voyage in the year 1499? How did they obtain 
funds? What was the route of this voyage, and the dif- 
ficulties it involved? Where did Pinzon land? What 
interviews did the Spaniards have with the Indians at 

*Look back to page 28. 



52 KEY TO HISTORY. 

this place? What contest did they have at the next place 
where they landed? 

What singular phenomenon occurred to him at the mouth 
of the Amazon? What was the character of the natives 
at this place? What danger occurred to Pinzon at this 
place? How did he treat the natives here? 

Where did he go next? What disaster did he have in 
the voyage thence to the Bahamas, and how was he ex- 
tricated ? 

What difficulties did he have on his return to Spain? 
How was he extricated from these? 

What else is known of Pinzon and his family ? (See Note.) 

Diego de Lepe and Rodrigo de Bastides. 

When did Diego de Lepe make his voyage? 

What did he discover? 

Who was Rodrigo de Bastides ? 

What remarkable man went with him on his voyage? 
How were they each distinguished from other discoverers? 
What was their first success? What unlooked-for evil 
checked their career? What was it finally determined to 
do? Why was Bastides thrown into prison when he 
arrived at San Domingo? What was the result of his trial? 
Did he arrive safe? Was he acquitted? Did he retain 
any profit from his voyage? What favors were granted to 
him, and to La Cosa for their services, by the politic Ferdi- 
nand ? 

Diego de Nicuesa. 

What disasters occurred to Diego de Nicuesa immedi- 
ately after his parting from Ojeda at Carthagena ? 

What did they undertake to do to extricate themselves 
from their forlorn situation? What were the difficulties 
of their progress? How did they get upon a desolate 



KEY TO HISTORY. 53 

island? What was their situation and mode of life there? 
What were the circumstances of the arrival of a brigan- 
tine to this miserable island? How did the four mariners 
account for their desertion ? Was Lope de Olano's con- 
duct satisfactorily explained ? In what circumstances and 
where had the four men found him? What had been his 
adventures and misfortunes? Did Olano show will ng- 
ness to save Nicuesa? What passed between Nicuesa and 
Olano, when he arrived at last at the river Belen? 

How did Nicuesa, on assuming the general command, 
take measures to procure food? What was the success 
of these expeditions? What excited the murmurs of 
Nicuesa's men 1 Was this just in Nicuesa? What in- 
duced Nicuesa to abandon the place? Were any persons 
left? What induced Nicuesa to seek for Porto Bello? 
Why did they not land there ? Where did he finally land ? 
What produced murmurs at this place against Nicuesa? 
Did Nicuesa send for his comrades at the river Belen? 
How many men did he now number in all? What inef- 
fectual attempts did he make to procure food? By whom 
was Nicuesa rescued from this situation? (See chap- 
ter IQthfor this answer, after having read the intermediate 
chapters which give the train of circumstances that led to 
the search for Nicuesa.) How did he find him? How 
was he living, and with how many of his men surviving? 
What message did Colmcnares give him from the colony 
of Darien? How did this effect Nicuesa? What im- 
prudence was Nicuesa guilty of, in this communicative 
mood? What were the consequences of this? What de- 
layed Nicuesa' s arrival at Darien? In the mean time, 
what plan was laid for excluding him from Darien? How 
was Nicuesa met when he entered the harbor of Darien? 
To this what did Nicuesa reply ? What did he do that 
night? What happened next morning? How came 
5* 



54 KEY TO HISTORY. 

Vasco Nunez de Balboa to take part with him? What 
did he attempt to do for him? How came Nicuesa to 
land again? What was finally agreed upon? What was 
his fate? 

Vasco Nunez de Balboa. 

Of what place was Balboa a native? (Look bach for the 
answer to this and the following questions, to chap. 6 of 
Diego de Nicuesa.) — How had he been brought up? How 
did he first come to America? What does Peter Martyr 
say of him? How came he to go to Terra Firma with 
the Bachelor Enciso? What assistance did Balboa give 
the Bachelor Enciso at the time of his disaster at San 
Sebastian? (See chap. 9th.) What were the causes of Bal- 
boa's ill will to Enciso, and what injury did he do him 
in consequence? (Chap. 10th.) Did Balboa get any 
place in consequence? (Chap. 1 lth.) Why were not things 
allowed to remain in this position? What part did he take 
in the affair of Nicuesa? (Chap. 12th and 13th.) 

What qualities made Vasco Nunez de Balboa espe- 
cially fitted for a commander to Spaniards? What meas- 
ures did he take to get the office? What was done with 
the vanquished Bachelor? What precautions did Balboa 
take against any ill influence which Enciso might exert 
against him in Spain ? 

Why did Balboa send Pizarro to Coyba? What were 
the fortunes of this expedition? How did he come to find 
two Spaniards, who had been treated kindly by and lived 
with the cacique of Coyba ? What information did they 
give, and how did they undertake to betray the generous 
cacique? How many men did Balboa take with him, and 
what was the interview? What did Balboa do, by the 
advice of the Spanish traitor, who had remained with 
Careta to betray him? What did the cacique say when 



KEY TO HISTORY. 55 

he found himself and his family in Balboa's power? Did 
Balboa accede to the terms? How did he treat Careta 
the three days he remained at Darien ? Did the Indian 
damsel become his wife? 

Did Balboa keep his promise to his new ally in going 
to war against Ponca ? What visit did he make after his 
return to Coyba? How marty fighting men had the ca- 
cique of Comagre ? Where was this province, and how was 
Balboa received in it ? What description is given of the 
dwelling of the cacique? 

What present was made to Balboa by the son of the 
cacique ? What information leaked out, on the occasion 
of the Spaniards quarrelling in the division of the gold ? 
What answer was given to his inquiry, as to the means of 
penetrating to this sea, and its opulent shores? 

What religious rite did he perform before leaving Com- 
agre ? What mention did he make to Don Diego Colum- 
bus of his views and wishes, in the letter he wrote to him 
by Valdivia, on sending the latter a second time to His- 
paniola for provisions ? 

What account did Balboa have of Dobayba immediately 
afterwards? What accounts did he hear of the female 
from whom the province derived its name ? What ac- 
counts of the riches of the province ? 

How many men did Nunez take, with which to penetrate 
to this territory ? What measures did Zemaco take to dis- 
appoint the object? What was the state of the village that 
he found ? Did he gather any booty ? What disaster did 
he meet on his return ? Where did he go next ? 

What were the peculiarities of soil, &,c. in the territories 
of the cacique Abibeyba? Describe their habitations. 

What did they do on the approach of the Spaniards ? 
How were they induced to come down ? Why did Balboa 
return to Darien? What colony did he leave under 
Hurtado ? 



56 KEY TO HISTORY. 

What misfortunes and reports induced Hurtado to re- 
turn to Darien ? What other information convinced Bal- 
boa of the conspiracy of the Indians ? What was the plan 
of the conspiracy ? How did Vasco Nunez de Balboa 
crush it ? 

What induced Balboa to think of going to Spain at this 
time ? What plan was pursued instead of this — and why ? 
What difficulty did Balboa have in his colony now, and 
what expedient did he try in order that the evil might cure 
itself, and with what success ? 

What induced Balboa to think of making the expedition 
to the Southern Sea, without waiting for the thousand men 
for whom he had sent? How many men did he take? 
and how were they armed? 

When did they start, and where did they go first? 

What difficulty had they in seeing Ponca, when they ar- 
rived at his dominions, and what was the result of the inter- 
view, when, at length, they obtained it ? What were their 
adventures with the cacique of Quaraqua, who came out 
to meet them? What was the spoil of the village ? How 
many Spaniards now remained ? 

What were the circumstances in which Vasco Nunez 
de Balboa first beheld the Pacific Ocean ? With what cere- 
monies did he take possession of all that he saw from the 
summit of the mountain ? 

On what day, of what month, of what year, was this? 

What were the adventures of the Spaniards, in entering 
the province of Cheapes? How was Cheapes induced to 
make friends with them ? 

What were the circumstances of the first embarkation 
of Europeans upon the Southern Sea ? 

What were the circumstances, and what was the man- 
ner, of Balboa's taking possession, when he arrived to its 
shores some time after ? 



KEY TO HISTORY. 57 

By what circumstances were he and his men thrown up- 
on an island in the ocean, which the tide entirely over- 
flowed ? How did they save their lives and escape ? 
What were their first adventures in the dominions of the 
cacique Tumaco ? How did they enter into a negotia- 
tion ? What was the most important present of Tumaco? 
What farther did the cacique do to gratify the Spaniards 
with pearls? What other information did Balboa obtain 
from the cacique ? 

What were the circumstances of the discovery of Isla 
Rica and the Pearl Islands ? What, of the surprise of a 
village and the capture of its chief Teaochan, in a coasting 
voyage which they made soon after? Why did he part 
from Cheapes and the son of Tumaco, here? How did 
Teaochan treat him? 

What was their first difficulty in their return ? 

When did they hear about Poncra, and what? 

What were their adventures in his dominions? What 
were their sufferings in their farther progress ? 

What was the stratagem by which Balboa got into his 
possession the person of the cacique Tubanama ? What 
passed in the interview between Tubanama and Balboa 
after he was a prisoner ? 

What was the result to Tubanama and to the Spaniards? 
What distresses marked their way from Tubanama's pro- 
vince to that of Comagre? What passed between Balboa 
and the new cacique ? What route did he now take home ? 
How was he received ? What was done with the spoil ? 

What message and presents did Balboa now send to 
Spain? Who was his messenger? 

While all Balboa's discoveries were going on, what im- 
pression had the Bachelor Enciso made in Spain ? What 
did the king determine to do? Where was Pedrarias 
Davila born, and brought up ? How was he recommended 



53 KEY TO HISTORY. 

to the king ? What arrival and information induced Fer- 
dinand to order Pedrarias Davila to take twelve hundred 
men and a powerful armada with him? What accidental 
circumstance poured upon Pedrarias double the number 
of volunteers? What was finally arranged? 

What new name was given to Santa Maria de la An- 
tigua, and who was made its bishop? 

Who had the charge of the judicial affairs ? 

W T hat is related of Pedrarias' wife ? 

What orders were given to Pedrarias concerning the 
people of Darien — and especially concerning Balboa? 

When did Balboa's messages by Pedro Arbolancho 
arrive in Spain ? 

What was the effect of the information he brought, and 
did the king partake of the general feeling? 

What was Balboa doing, in the mean time, for the 
benefit of his dominions? How large was the town? 
How did he employ the people? What induced Pedrari- 
as when he arrived, to anchor at a distance from the colo- 
ny ? How did his messenger find Balboa? What reply 
did Balboa make to the message? How did Balboa's 
people feel concerning this new governor? In what state 
did Pedrarias enter Darien? In what state was he re- 
ceived? 

What was the first conference between Balboa and 
Pedrarias ? What did Pedrarias do when he had gained 
from him all the information he wanted? How did the 
Bishop Quevedo stand affected towards Balboa? How did 
Espinosa conduct the investigation ? What did Pedrari- 
as do to counteract this ? What was Espinosa's final de- 
cision ? What did Pedrarias do. on this result ? Why 
was not Balboa sent to Spain ? What course did Pedra- 
rias pursue in regard to him? What great calamities 



KEY TO HISTORY, 59 

now fell upon Darien, and carried off seven hundred of 
Pedrarias' men? 

What unsuccessful expeditions did Pedrarias set on 
foot? What secret project was made by Balboa, and what 
means did he take to carry it on 1 What were the effects 
of the cruelties of Pedrarias' foraging parties? What use 
did Balboa's adherents make of these disasters ? What 
did these taunts induce Pedrarias to determine? 

What peculiar difficulties attended an expedition to 
Dobayba? Why did Pedrarias select Balboa for the ser- 
vice? How did he fit him out, and whom did he join 
with him in command? What contest did he have on 
the river ? How did he get back to Darien ? 

What letter arrived at this time from the king to Bal- 
boa ? What orders were also sent to Pedrarias? What 
delay occurred in Balboa's reception of the letter? How 
was the matter finally adjusted? What cause of suspicion 
now arose against Balboa, and how was it at length dissipa- 
ted ? What expedition did Pedrarias now send out to explore 
the shores of the South Sea? What places did Pizarro and 
Morales discover? What sufferings did they encounter? 
What booty did Pizarro bring home? 

Did Pedrarias send out any other disastrous expedi- 
tions ; and what was their ultimate effect on the state of 
the colony? What advice did the Bishop duevedo give 
to Pedrarias, to induce a reconciliation between him and 
Balboa? Did this plan succeed? 

What preparations did Balboa now make, to fit himself 
out for exploring the South Sea? What difficulties did 
he have to encounter? What was his final success ? 

How did Balboa employ the time, while the third and 
fourth brigantines were building? What rumours from 
Spain reached him while here ? Plow did this affect him ? 
What was it finally concluded to do on the occasion ? 



60 KEY TO HISTORY. 

What circumstance had made Garbito, Balboa's secret 
enemy? What had he already done to injure Balboa? 
How did he conduct on this occasion ? What did Her- 
nando de Arguello do, to avert the gathering storm from 
the head of Balboa? What became of his letter, and what 
was the consequence ? What did Pedrarias then do, to 
get Balboa into his power? 

What marvellous circumstance is said by the old Span- 
ish chroniclers to have attended Balboa's reception of 
Pedrarias' hypocritical letter? What did Balboa do? 
Had he no hint of the hostile intentions of Pedrarias ? 
When did he become certain of them ? 

What was the first interview of Pedrarias with his 
prisoner? What was the trial? What was the second 
interview of Pedrarias with Balboa ? What new accusa- 
tions were brought against him ? What was the final 
issue of the trial ? What was the sentence? Who else 
were condemned ? 

What were the circumstances of the execution of Bal- 
boa? What of the execution of Hernando de Arguello ? 
What was done with Balboa's head ? How old was he 
when he suffered ? 

Valdivia and his Companions. 

On what occasion do we first hear of Valdivia? (Set 
chapter 11th of Diego de Nicuesa.) What was the first 
service he undertook to do for Balboa ? (See chapter 1st 
of Balboa.) What second service did he undertake to 
do for him ? (See end of chap. 3d of Balboa.) 

Whst misfortune did he have on this voyage, in sight of 
Jamaica? (Sec Valdivia.) How did they get to land, and 
where? What happened to them from the Indians? What 
terrible fate soon fell upon Valdivia and some of his com- 
panions ? What did this rouse the rest of his companion? 



KEY TO HISTORY. 61 

to do? How were they again taken captive, and by 
whom ? How did he treat them ? How did his successor 
treat them, and with what effect on their numbers ? What 
became of Gonzalo de Guerrero ? Where did Jeronimo 
de Aguilar originate, and what had been his history? What 
extraordinary mode of life did he pursue ? What effect 
had this on the cacique Taxmar ? What trials did the 
cacique make of Aguilar's humility and chastity ? W 7 hat 
was the consequence of his virtue ? Why did Aguilar 
engage in warfare, and with what success ? In what war 
was Taxmar involved, in Aguilar's behalf? What was 
its issue ? What report did Aguilar hear of Europeans 
some years after? How did he conduct on this occa- 
sion ? What new circumstance of a similar character 
occurred a year or two after ? What letter did he receive 
in the 7th year of his captivity, from Hernando Cortez ? 
How happened this letter to be sent ? What did it con- 
tain? What measures did Aguilar take to induce the 
cacique to let him go ? What did he do in re*gard to his 
comrade Guerrero ? Why did Guerrero determine to 
remain ? What misfortune had Aguilar involved himself 
in by waiting for Guerrero ? How did he arrive at Cozu- 
mel? What adventure did he have on landing? What 
was his interview with Cortez ? What difficulties did he 
have in returning to civilized life ? What was his final 
destination ? 

Juan Ponce de Leon. 

What is the first command to which we know Juan 
Ponce de Leon was appointed in the new world ? When 
did he first come to the new world ? 

What induced him to think of making an expedition 
to Boriquen, afterwards Porto Rico? 

What was his interview with Aguebana? 
6 



62 KEY TO HISTORY. 

What reply did he make when Juan Ponce asked him 
for gold ? What did Governor Ovando do on seeing the 
gold? 

Why did not Ponce proceed to conquest immediately ? 
What changes of public affairs came on to perplex him? 

Did Ponce go upon the island with the newly appointed 
governor? What change afterwards took place in his 
favour, and how ? 

What was his first step towards the ex-governors? How 
did he act with regard to his old rival Sotomayor? Why 
did the latter resign his office ? How did Ponce proceed 
with regard to the Indians ? 

What experiment did they try, to prove the mortality of 
white men, and for what purpose? 

Who was the prime mover of the conspiracy ? Within 
whose repartimiento had Agueybona fallen ? What was 
the plan of the conspiracy ? What warnings had Soto- 
mayor of his fate, and why did he disregard them ? What 
became of Trim? 

How did Ponce hear of this ? Did the conspiracy suc- 
ceed? 

In what condition was Ponce de Leon left ? How did 
he defend himself? How did he finally deliver himself 
entirely ? By what means was he superseded in his gov- 
ernment in the midst of his operations? Did the Indians 
make head afterwards ? 

What stories did Ponce hear of the land of gold, and the 
fountain of immortal youth, and what did they induce him 
to do? 

Where did he first go from Porto Rico? 

Which way did he steer when he had wandered in vain 
about the Bahama Islands ? What kind of a land did he 
discover, and what did he name it? 

Did he land and take possession ? What was the char- 



KEY TO HISTORY. 63 

acter of the natives ? Why did he turn away from Florida ? 
What group of islands did he discover on his way back to 
the Bahamas ? and what did he name them, and why 1 
Why did he name the next group he discovered La Vieja, 
or Old Woman group ? What did he do with this old sybil, 
and with what success ? 

To whom did he at length resign the conduct of this 
expedition? Did Ortubia find Bimini, and what report 
did he make of it? 

For what did Ponce de Leon go to Spain ? What ap- 
pointments did he receive from Ferdinand ? What enter- 
prise was at length fixed upon for him ? What were his 
outfits and orders? What was the first and last act of this 
expedition? Where did Ponu de Leon go after this? 
What office did he have there, and how did he fill it? 

What roused him to new enterprise 1 

How did he fit himself out for this enterprise ? What 
was the voyage? 

What was his reception by the Indians? Where did 
he go, and what was his fate?* 

[For the rest of the conquest and history of Florida 
there is no English work to which we can refer our read- 
ers. There is one work on the subject, by Garcilasso de 
la Vega, in Spanish ; 4 vols. 18mo. and a translation of 
it into French ; 2 vols. 12mo.] 

* We recommend to our students to read the letter in the Ap- 
pendix to the Voyages of Columbus, giving an account of a visit to 
Falos. It is well to have our thoughts respecting the Spaniards 
a little softened, by contemplating them amid the social circum- 
stances of their own country. An I to aid in taking this impression, 
we would even go farther, and . ecommend the reading of the 
Tales of the Alhambra, — a most in ;ocent luxury; which perhaps 
it would be well for those who are old enough, to prepare them- 
selves for, by reading Florian's History of the Moors, and Irving's 
Conquest of Granada. 



64 KEY TO HISTORY. 

Diego Velasquez. 

Who appointed Diego Velasquez to the command of 
the troops destined for the conquest of Cuba? 

(See the 3d Boole of Robertson's America, 15th Section.) 

What were the previous circumstances of Velasquez? 

How many men were given him ? 

What was the character of the natives of Cuba ? 

Did anyone stand out against the Spaniards? 

Who was Hatuey, and what did he do to oppose the 
Spaniards, and with what success ? What was his fate? 
What was the issue of Velasquez' undertaking ? 

In what year did Velasquez make this conquest? 

(See Section 47th, of the 3d Book of Robertson's 
America.) 

Who governed the island, after it was conquered, and 
in what manner? • 

What expedition of discovery did Velasquez help to fit 
out? 

Who joined him in fitting out this expedition, and was 
chosen commander? 

How many vessels and men were there? 

What place did they discover? 

What peculiarities did they observe in the natives and 
their habitations? How were they received and subse- 
quently treated? What place did they discover next? 
How were they received at Campeachy? What disas- 
trous adventure did they meet with at Potanchan? What 
was the fate of the survivors and of Cordova? Was Ve- 
lasquez discouraged at this? What attempt did he make 
to send out another expedition? To whom did he give 
the command, and with what orders? Where did they 
first land, and why, and what did they do there? Where 
did they go next, and why did they call the country New 



KEY TO HISTORY. 65 

Spain? Where did they land? How were they received, 
and why? What did Grijalva learn of their country? 
What messenger and message did Grijalva send home at 
this time? Where did he go himself afterwards? What 
induced him to return without planting a colony? What 
had Velasquez done on the reception of his message? 
Why did he not wait for the return of Grijalva before 
commencing a new expedition ? 

Hernando Cortez. 

When and where was Cortez born? 

(Robertson's America, oth Book.) 

What was his education? 

How happened he to go to the new world? 

How did he happen to be in Cuba ? 

What, character had he displayed? 

Why was he selected by Velasquez to command the 
expedition to Mexico? 

What circumstances afterwards led Yelasquez to be 
jealous of him ? 

How did Cortez prevent the breaking out of this jeal- 
ousy? What did Velasquez do, after Cortez had gone to 
Trinidad? What second attempt did he make to wrest 
Cortez' command out of his hands? How did Cortez 
escape? W^hat, finally, was the outfit of Cortez? 

What was the device and inscription of his standard? 
What good fortune did Cortez meet with in the first place 
at which he landed? How was he received at Tabasco? 
What did Cortez finally do, and with what effect? 

How was he received at St. Juan de Ulua? How 
was a means of communication and interpretation estab- 
lished? 

What did he learn by means of these interpreters, con- 
cerning the deputies? What did he reply? And what 
6* 



66 KEY TO HISTORY. 

did he immediately proceed to do? Describe the inter- 
view which took place the next morning between Tentile 
and Pilpatoe and Cortez. 

How was an account of this interview prepared for 
Montezuma? 

What means of communication was established in the 
Mexican empire? 

What did the Mexican officers do, to prepare Cortez for 
Montezuma's answer? And how did Cortez receive that 
answer ? 

To what alternative did Cortez' firmness seem to bring 
Montezuma? 

What reasons were there in Montezuma's means, which 
would seem to have prompted him to hostile measures? 

What reasons were there in his own character? 

Why then did he hesitate? 

How did the Spaniards feel about attempting the con- 
quest? What personal designs had Cortez in view? 

What was the occasion and manner of the commence- 
ment of hostilities? What effect did this have on the 
Spaniards? What measures did Cortez take to circum- 
vent his opponents, and carry his own design of attempting 
the conquest into execution? 

How did Cortez organize his colony? What name did 
he give to his settlement? 

What did Cortez do at the first meeting of the new 
council ? 

What did the council do? 

What mutinous appearances succeeded Cortez 5 invest- 
ment ? And how did Cortez meet and overcome it? 

What circumstance, on the part of some of the natives, 
gave new light to Cortez on the state of Montezuma's 
empire? 

What induced Cortez to go to Quiabislan ? Where 



KEY TO HISTORY. 67 

was Zempoalla? How was he received there? And what 
did he learn from the cacique respecting Montezuma? 
And what idea did Cortez give him in his reply? How 
was the town built for the new colony 1 What alliances 
did Cortez make? 

Before Cortez marched into the interior, what did he 
do to defend himself against the probable enmity of Ve- 
lasquez, and to secure the favour of the king of Spain? 

What induced Cortez to think of destroying his fleet? 
How did he accomplish this bold scheme? 

What injudicious thing did Cortez do at this moment, 
in regard to the religion of his allies? 

With what army did Cortez set forth? 

With whom did he leave his garrison of Villa Rica? 

Who supplied him with provisions? 

How was his baggage carried ? 

How many Indian soldiers did Cortez take? 

What is said of the Tlascalans, through whose territory 
Cortez' route lay? 

What views did Cortez have concerning this state, and 
what measures did he take in consequence? 

How did the Tlascalans treat his messengers? 

Why did they treat Cortez as an enemy ? 

What did Cortez do, when his enemies did not come 
back? How was he received? How long did it take him 
to march through their territories ? Why did the Tlasca- 
lans make no more impression on the Spaniards with all 
their valour? What idea at length took hold of the Tlas- 
calans in regard to their impregnable enemies? 

What was the first device of their priests to destroy 
them, and with what issue? 

What embassy did they at length get up, and on what 
ideas was it founded ? 

W r hy was this a relief to the Spaniards? 



68 KEY TO HISTORY. 

How did Cortez employ the twenty days he rested in 
Tlascala? What arrangements were made? 

What imprudent measures of Cortez came nigh to de- 
stroy all that he had gained? How was he persuaded to 
desist? 

Where did Cortez now go, and with how many men ? 

Why did the Mexicans wish to meet Cortez at Cholula? 
What circumstances in regard to the Cholulans were very 
suspicious? What did Cortez do, on this emergency? 
And with what issue ? Where did Cortez go next? How 
was he received on the way ? When did they catch a 
first glimpse of Mexico? What appearance did it present? 
How did the Mexicans behave on their approach ? De- 
scribe the first interview of Montezuma and Cortez, and 
its attendant circumstances. 

When was there a second interview, and what did Cor- 
tez learn in it from Montezuma? 

Describe the situation of Mexico ; the approaches to 
the city ; the buildings ; the market ; the population. 

What considerations contributed to alarm the Spaniards 
concerning their safety ? What alarming intelligence 
was received at the same time from Villa Rica?- In what 
situation did Cortez find himself? What bold step did 
he resolve on ? How was the plan effected, and the 
Mexicans reconciled? 

How was Montezuma treated? How was Qualpopoca 
and his officers dealt with? What insult was offered to 
Montezuma at the same time? Why was Cortez so se- 
vere in his punishments? 

How did Montezuma behave in the six months subse- 
quent, and what use was made of him? 

What thing was still wanting to Cortez' security? and 
how did he contrive to obtain it? 

How was Montezuma at last persuaded to acknowledge 



KEY TO HISTORY. 69 

himself a vassal ? What booty was gained on this occa- 
sion, and how divided? 

On what point was Montezuma inflexible, as well as his 
subjects ? 

Did he make any effort to rid his country of Cortez ? 

How did Cortez evade his requisitions? 

What news did he hear, in this conjuncture, from the 
coast? How had this come about? 

Did any of Cortez' people join Narvaez? 

What did they induce Narvaez to do, and with what 
issue? • 

How did Cortez treat his prisoners? 

What new aspects of danger presented themselves to 
Cortez? What did he at length resolve to do? 

With whom did he leave his garrison in Mexico? 

What was the progress of things till he defeated Nar- 
vaez? How did Cortez treat the vanquished? 

What news did he receive from Mexico just at this time ? 
What were the causes of this disturbance? 

What did Cortez immediately do? 

What imprudence of Cortez roused the Mexicans to 
attack him immediately after his arrival ? 

Did Cortez find it easy to subdue their new sprung 
valour? What stratagem did he resort to? 

What was the result to Montezuma? 

What did the Mexicans undertake to do, immediately 
on the death of Montezuma, and with what issue? 

How did Cortez arrange his retreat from Mexico? 

Describe the battle on the causeway. 

Where did the Spaniards assemble the next day, and 
how did they find themselves? 

What was the first care of Cortez ? 

Describe the march to TJascala. 

What happened at Otumba? 



70 KEY TO HISTORY. 

What preparations did Cortez make for attempting to 
gain possession of Mexico? 

What fortunate occurrence supplied him with more 
Spanish soldiers? 

When, and with how large an army, did he march back 
towards Mexico? 

Were the Mexicans prepared to receive him ? What 
preparations had Quetlavaca made, and how were they 
interrupted? Who succeeded him? 

What place did Cortez first get possession of? 

What did he do there? 

How did Cortez increase his allies? 

What new danger threatened Cortez, at this critical 
conjuncture, and how did he elude it? 

How were the brigantines brought to Mexico? 

Describe the launch. 

How did Cortez lay out the siege? 

What was the first effort of the Mexicans, and with 
what success? > 

How did Cortez conduct the siege during the ensuing 
month? 

What great effort did he at length make, to get posses- 
sion of the city? What error was committed? 

What advantage did Guatamozin take of it ? 

What followed the battle during the night? 

What message did the Indians send Cortez the next 
day, and what effect had it on his army? 

How did Cortez contrive to demonstrate the falsity of 
this prophecy? What was the final result? 

How did the siege proceed after this? 

What attempt did Guatamozin at length make to escape, 
himself, and with what success? 

What effect had this capture on the Mexicans? 

How long had the siege continued? 



KEY TO HISTORY, 71 

What disappointment succeeded the exultation of the 
Spaniards? 

What cruelty did Cortez resort to, on this occasion ? 

What measures were taken in Spain, at this time, in 
regard to Cortez, and by whose influence ? 

Who was appointed to supersede Cortez ? 

What new appointment was made when Cortez' depu- 
ties arrived? 

What plans had Cortez already made for the government 
of Mexico ? 

What new cruelties marked the progress of conquest 
in Mexico? 

What induced Cortez to return to Spain ? 

How did he appear, and how was he treated ? 
r What part was given him in the government of New 
Spain? What discoveries, &c. did he afterwards make? 
Why did he go back to Spain again ? How was he re- 
ceived ? What was his fate I 

Ferdinand Magellan. 

Who was Ferdinand Magalhaens, or Magellan ? (See 
Sect. 49M, 5th book of Robertson's America.) Where 
did he first serve, and why did he abandon India? 

What proposal did he make to Emanuel ? 

What reception did it meet with? 

Where did Magellan then go for patronage ? 

Who favoured his plan ? 

When did he set sail, and with what equipment, and 
from what port ? 

What was his route ? Where did he winter ? 

What difficulty did he meet with here? 

What was his next route? 

How long did he sail afterwards without discovering 
land ? What did he name the ocean, and why ? 



75J KEY TO HISTORY. 

What land did they at last fall in with? 
What misfortune occurred at the next group he dis- 
covered ? 

What places did the fleet afterwards visit? 

Who conducted it back to Europe ? 

When did he arrive, and after how long a voyage ? 

Francisco Pizarro. 

What three persons laid a plan for discovering the coun- 
tries on the coast of the South Sea, which Balboa had 
pointed out? (Book 6th, Robo^tson's America.) 

What was the origin of Pizarro? What, of Almagro? 
Who was Hernando de Luque, and why was he in 
the trio? 

Did Pedrarias authorize their confederacy ? 

What was the plan ? How was the contract ratified? 

What was the outfit ? Who made the first essay, and 
with what issu« ? With what attempt did Almagro follow, 
and with what success? What was done to repair the 
shattered fleet? Why did not Almagro easily get rein- 
forcement? Why did Pizarro go into Gallo? What did 
Pedrarias do about it? How did Pizarro reply to this 
summons? How many men remained with him? How, 
at last, did they get a small vessel of relief? What use 
did Pizarro make of this? What promising appearances 
were there in the new country which they discovered ? 
What proofs of his discovery did he bring back to Panama, 
after three years absence ? . 

Did Pedrarias now favour the expedition ? What, there- 
fore, did the associates proceed to do, to gain patronage ? 

Did Pizarro make any impression on the king? 

What did he obtain from him for himself and the others? 
What did he himself engage to do? 

Where did Pizarro land on his return? 



KEY TO HISTORY. 73 

Who accompanied him? 

How did Almagro receive Pizarro? and how was he 
finally pacified? 

How large an armament did they muster? 

Who went first? What was his voyage? What were 
the difficulties of the march from the Bay of St. Matthew 
to Coaque? What raised their spirits, when they got 
there? What did Pizarro do with these first fruits of the 
land? 

Where did he meet with the first resistance? 

How long was he in reducing them? 

What reinforcements did he have, in consequence of 
his success at Coaque ? 

Where did he establish the first Spanish colony ? 

How great was Peru at this time? 

What was the origin of its simple monarchy? 

How large was the first domain of the Incas? 

How was the family separated from the rest of the na- 
tion? What was the degree of their power, and how did 
they use it? Who was the monarch of Peru when the 
Spaniards first visited the coast? 

What conquests and innovations had Iluana Capac 
made? How did he divide his kingdom at his death? 
What was the result of this? Who conquered? and how 
did he use victory? What advantage did this state of 
things present to the Spaniards? 

What use did Pizarro make of it? 

What professions and messages first passed between the 
Spaniards and Atahualpa? 

What bold plan did Pizarro lay respecting Atahualpa? 

In what circumstances did Atahualpa approach the 
Spanish camp? 

How were they received by the Spanish chaplain? 

What was the issue of the interview ? 
7 



74 KEY TO HISTORY. 

What offer did Atahualpa make for his ransom? 

Why did Atahualpa have, his rival brother assassinated? 

Was the ransom raised? How was it divided? 

Did Atahualpa receive his liberty? 

Did Pizarro make as good use of Atahualpa as Cortez 
had done of Montezuma? Why not? 

What suggested the idea of putting the Inca to death? 
What native promoted it? Why? 

What little circumstance hastened the catastrophe? 
W T hat was done to give a colour of justice to this act? 
Describe the trial and its issue. 

What was his death? 

Did all the Spaniards approve of this cruel action ? 

Was any one made king in Atahualpa's place? 

Did the Indians acknowledge him? 

What reasons are given, that at this time, many natives 
lost their loyalty and seized kingdoms for themselves? 

What was the cause of Pizarro's being reinforced with 
numerous soldiers at this time? 

With how many men did Pizarro begin his march to- 
wards Cuzco? Did he meet with any resistance? 

What was his final success and booty? 

What country did Benalcazar conquer meanwhile? 

Did they meet with a great booty there? 

What other person planned out a conquest of Quito, 
and how far did he proceed in its execution? 

How was Ferdinand Pizarro received in Spain? 

What privileges and honours were conferred on the 
several conquerors? 

What did Almagro do, when he heard that he had the 
grant of an independent government? 

Who opposed him? What prevented the rupture? 

What were the new terms of reconciliation? 

What city did Pizarro build? 



KEY TO HISTORY. 



75 



Did Almagro proceed to conquer Chili? 

What were his good qualities as a soldier? 

What route did he take? 

What kind of a people did they find in Chili? 

What effort was made by the native Peruvians to re- 
cover their liberty, about the time that Almagro set out 
for Chili? 

At which city did the Inca make the greatest effort? 

How long did they besiege it? and with what success? 

Who arrived to the relief of the Spaniards at this criti- 
cal moment? 

Why had he come? 

What did he do in regard to the two several parties? 

Did Francis Pizarro succeed in dispersing the besiegers 
of Lima? What did he do for the relief of his brothers? 
How did Almagro deal with Alvarado? 

Did Almagro make good use of his success? 

What measures did Pizarro take, when he heard of the 
death and imprisonment of his brothers, and the defeat of 
Alvarado? When did he throw off his disguise? Where 
did the rivals come to battle? What was the issue? 

Were Pizarro's followers satisfied with the booty of 
Cuzco? What occupation did he find for these turbulent 
spirits? What was the fate of Almagro? 

What induced the Spanish court at this time, to appoint 
Vaca de Castro to go out to Peru, with extensive and dis- 
cretionary power to establish the form of government? 

What orders were given him? 

In the mean while, how had Pizarro parcelled out the 
country of which he considered himself the unrivalled 
possessor ? 

What new expeditions of discovery and conquest were 
planned out? 

How came Gonzalo Pizarro to be governor of Quito? 



76 KEY TO HISTORY. 

What was the enterprize which he undertook? 

What was its disastrous issue? 

What conspiracy had been made against Francisco's 
life, during this absence of Gonzalo, and with what issue? 

Did Almagro take the ascendency immediately? 

What objections were felt against him? 

What changes were produced by the arrival of Vaco 
de Castro? 

Did Almagro hazard a battle with Vaco de Castro; — 
and with what issue? 

How did De Castro deal with his prisoners of war? 

Why did Charles V. appoint Nugnez Vela viceroy of 
Peru? 

What induced Gonzalo Pizarro to take the lead of a 
party in Peru, against the viceroy ? How did he proceed? 
What revolution in Lima opened vast prospects to his 
ambition? How did he obtain a regular commission as 
governor? 

How came Nugnez Vela to get again at the head of an 
army? What was the issue of the battle at Quito, to 
both parties? 

What advice did his friends give Pizarro, and with 
what arguments was it backed? 

Why did Pizarro hesitate? 

What measures were taken by the Spanish court, to 
check these alarming seditions in Peru? 

What person was appointed to this office, and what was 
his character? 

What titles, and powers, did he claim and receive? 

How did he proceed on his arrival ? 

What did Pizarro do when he heard of Gasca's arrival 
and powers? What unexpected turn did affairs take? 
What wild and ridiculous proceeding did Pizarro resort to, 
on this ? 



KEY TO HISTORY. 77 

What preparations did Gasca make for war? 

What land army appeared at the same time against 
Pizarro? What were the circumstances and issue of the 
battle of Haurina? 

What were the proceedings of Gasca meanwhile? 
W r here did they come to battle? What was the issue? 
How did Gasca treat the prisoners? 

Did the death of Pizarro restore tranquillity? 

What expeditions of conquest and discovery were plan- 
ned by Gasca, and to whose conduct given 1 

How did Gasca pass the rest of his life? 

Bartholomew de Las Casas. 

Who was Bartholomew de Las Casas? 

(Robertson's America, Book 3, Sect. 3!. 

What roused him to appear in defence of the Indians? 
Had he always thought that the natives should not be re- 
duced to servitude? How had he proved his sincerity in 
this? 

Why did he go to Spain in the cause? Did he see 
Ferdinand? and what impression did he make upon him? 
Why did not Ferdinand take measures to remedy the 
evil? 

What did Las Casas pro'ect to do next? 

Why did he not go to Flanders ? 

What plan did Cardinal Ximenes form ? 

Who were appointed superintendents? 

What did they immediately do, on their arrival at St. 
Domingo? 

How did they proceed afterwards? 

To what conclusion did the fathers of St. Jerome come, 
concerning the plan of Las Casas? 

For what reasons did they conclude to tolerate reparti- 
mientos? 

7* 



78 KEY TO HISTORY. 

What did they do to alleviate the condition of the In- 
dians? 

Was Las Casas satisfied ? How did he express this, and 
with what effect on the superintendents, the planters, and 
himself? 

What was the state of public affairs on Las Casas' return 
to Spain? 

How did he endeavour to make interest with the Flem- 
ish ministers? and with what issue? 

Who was appointed to take the place of the fathers of 
St. Jerome, and with what orders? 

What remedy did Las Casas propose for the evil of there 
being no labourers on the plantations? 

Had any negroes, before this, been sent to America? 
Had Cardinal Ximenes favoured this? Was Charles in- 
duced to adopt Las Casas' scheme ? Who had the first pa- 
tent for this terrible traffic? Why did it not immediately 
take effect? 

What better expedient did Las Casas resort to, after- 
wards, for the relief of the Indians? 

How was this scheme defeated ? 

What great plan of a colony did he afterwards form ? 
Who opposed this plan, and how? 

By whose influence did he at last obtain permission to 
make the attempt? 

What public controversy, on the subject of the condition 
and treatment of the Indians, took place before Charles 
V., just before the patent was granted? 

What were the first difficulties Las Casas met with? 
What new obstacle did he receive an account of, on his 
arrival at Porto Rico? 

What did he do, in order to get a body of soldiers, to 
protect him and his followers, on their first landing in 
Cumana? Why was he received coolly at Hispaniola? 



KEY TO HISTORY. 79 

Did he succeed, however, in obtaining what he wanted? 
What successive obstacles, at last upset the whole scheme? 



It was intended, when this little manual was begun, to 
have gone on with these biographical questions, through 
the lives and adventures of all the discoverers and first 
settlers in America. But the plan has been necessarily 
curtailed by the want of books fitted for the perusal of 
young persons. Even the questions on the Memoirs of Se- 
bastian Cabot, which were mentioned in the introduction, 
it has been thought best to omit, because, valuable as they 
are in point of authority, the plan and style of that work 
are so unattractive. It is earnestly hoped that this de- 
ficiency in our literature, will not remain long unsupplied. 
If Washington Irving himself does not go on with his 
biographical sketches of Spanish and Portuguese adven- 
turers, it is to be hoped some other gifted individual will 
follow out his plan. Nor would we have him confine 
himself to the Spanish and Portuguese, but also take up 
the adventurers of other nations. The French, English, 
&c. — Sebastian Cabot himself, and his successors, with 
Capt. John Smith, the Pilgrims of New England, and the 
several first settlers of the various colonies of North Amer- 
ica, would afford to a gifted mind, abundant materials for 
several interesting volumes. Should such books appear, 
another edition of this manual would be enlarged iri pro- 
portion ; and we should be glad to be called upon to en- 
large it still farther; and to take in the biography of dis- 
tinguished Americans, down to the present day. 

Another great desideratum is a work concerning the 
native Americans. We have the journal of the first 
Voyage of Columbus, translated into English ; the account 
of the Indians by Capt. John Smith, in his History of Vir- 
ginia; Church's Wars of King Philip; Heckewelder's 
Narrative of his residence among the Indians; and man) 



*5\) KEY TO HISTORY* 

other detached sources of information, more or less to be 
depended upon. From all these, together with the ac- 
counts of the operations of the Jesuits in Paraguay, and 
other parts of America, which are only to be found in 
French, and the curious information spread over Garcil- 
lasso de Vega's Royal Commentaries, and other Spanish 
works; there is no doubt much interesting matter might 
be culled, which would present food for thought and feel- 
ing to the young. But none of these works should be un- 
dertaken without a determination to investigate the sources 
of information, and to make real and veracious histories. 
The perusal of the memoir of Sebastian Cabot, will con- 
vince any reader of the great evil produced, by making 
up works, without personal research into facts. Though 
it is certainly desirable that books for the young should 
be entertaining and beautiful, it is not desirable that they 
should be wanting in accuracy, nor is the latter necessa- 
rily involved in the former. 

As the preceding questions have carried our students 
over part of the work of Dr. Robertson, some questions 
are subjoined respecting the native Americans, to be an- 
swered from the remaining books, though it is not felt 
that his accounts, or his conjectures upon them, are of 
much authority. They may serve, however, to awaken 
some interest in the subject. 

Natives of A merica. 

What peculiarities does Robertson mention of the ex- 
ternal form and the natural appetites of the native Amer- 
icans? (See Book 4th of Robertson's America, Sect. 3(i.) 

Was this feebleness of constitution and appetite univer- 
sal in America? (39.) 

What was the probable reason that there were so few 
deformed persons in America? 



KEY TO HISTORY. 81 

Were there any great varieties of the species in Amer- 
ica? Were they long-lived? 

What diseases were they subject to? 

What views does Robertson seem to have, concern- 
ing the natural foresight of the natives of the American 
islands?* their arithmetic? their power to abstract and 
reason? the greatest source of their enjoyment? their mo- 
tives to labour? 

Was marriage established among the Americans? any 
instances of more than one wife? What was the condi- 
tion of the women? What, of the parental and filial re- 
lation r 

How did the rude people on the extensive plains of 
South America obtain subsistence without agriculture? 
How did the greater part of the American nations sup- 
ply themselves with food? What effect has the life of a 
hunter in promoting improvement? 

What was the extent of the agriculture of the Amer- 
icans? (59.) What circumstances circumscribed their 
power in agriculture, as in many other things? 

What form did society take generally among the native 
Americans? Was there any distinction of private prop- 
erty in these informal communities? What trait of char- 
acter did this state of things bring out, very generally? 
and whal political constitution grew out of it ? Were there 
any tribes in America, whose political constitution was 
still less formed than this? 

Were there any nations which had a more complicated 
political condition? 

* For an interesting account of the Indians of the islands, see 
Columbus' Journal of his First Voyage, published in Boston, in 
1827, by Thomas B. Wait and Son— a delightful book. We have 
also observed the publication, in Harper's Family Library, of 
Thatcher's Indian Biography. If the work answers to the title, it 
must be very interesting. 



0*5 KEY TO HISTORY. 

What does Robertson say of the power of the Sachems 
t)f Florida? What of the state of society among the 
Natchez? What of the government in Hispaniola and 
Cuba? What peculiarities does he mention of the people 
of Bogota? 

What does he think was, on the whole, the origin of 
power, where it existed? (Sect. 71.) 

What were the causes of war among the Indian tribes? 
What, the general character of their military plans? 
What, their chief object in a battle? How did they treat 
their prisoners ? 

What is the point of honor with the native Americans? 

What fatal effect had the perpetual hostilities of the 
Americans? 

What account does Robertson give of the dress and 
personal ornaments of the Americans? What, of their 
habitations? — their weapons? — their domestic utensils? 
What of their masterpiece of art? Are Indians industri- 
ous? What difficulties did the first discoverers throw in 
the way of subsequent investigation, upon the religious 
tenets and rites of Americans? 

What does Robertson say of the religion of the Natch- 
ez? (Sect. 92.) 

What, of the religion of the people of Bogota? 

Was the belief of another life prevalent in America, at 
the time of its discovery? 

What does Robertson say, of their religious rites? 

What, of the dancing of the Americans? 

What, of their games of hazard? 

What, of their liability to drunkenness? 

What custom does Robertson speak of, in regard to 
the treatment of the old and infirm? 

Does he speak of any instances of political wisdom, to 
$e found among the rude tribes of America? 



KEY TO HISTORY. 83 

What does he say of the affections of the Americans? 
of their family relations? 

What of their taciturnity? their craft? 
What of their independence? their attachment to their 
own community ? 

What of the names of their tribes? and of the names 
they gave to the Europeans? 

What of the difference of character, in various parts of 
America? 

What nations in America might be considered as pol- 
ished states, in comparison with all the rest? (See Book 
7th, Sect. 1.) 

How did the Mexicans and Peruvians compare with 
the people of the ancient continent? 

What two great disadvantages did they labour under? 
What is the traditional tale of the Mexicans concerning 
the origin of their nation? 

How long, according to this, had they existed? 
How long had the monarchical government subsisted? 
What was the state of property in Mexico? 
What was the state of their cities? 
Were the professions separated in Mexico? 
Were there any distinctions of rank, and what were 
they? 

What was the degree of power vested in their kings? 
What were the peculiarities of Montezuma's reign? 
What was the policy of the Mexican constitution ? How 
did the nobility limit the monarch? To what cause was 
owing the able character of the Mexican monarchs? 

How did the Mexican potentates exhibit their power? 
How was justice administered? How was government 
supported? What inferior regulations of police, prove 
some refinement of society among the Mexicans? 



84 KEY TO HISTORY. 

What is said of the Mexican works in gold and silver? 
What of their paintings? 

What was the object of their paintings, and how did 
their execution answer this end? 

What was the mode of computing time among the 
Mexicans? 

Were the Mexicans warlike, and from what motives? 

What were their funeral rites? the state of their agri- 
culture? the nursing of their children? 

What was the extent of Montezuma's empire, and how 
was it circumscribed? What was the facility of inter- 
communication among the different provinces? 

What circulating medium had they, instead of metal 
money ? 

What description is given of the Tlascalan village? the 
great temple of Mexico? the private houses? 

What false views have we received of the Mexicans 
through the Spaniards, and how is this to be accounted for? 

How long had the empire of Peru subsisted, according 
to the traditionary accounts collected by the Spaniards? 
(Sect. 30.) How many monarchs had they had? 

What were the means by which the rude annals were 
kept? 

What is known of Manco Capac and Mama Ocollo? 

How did religion stand in relation to the Peruvian gov- 
ernment? What consequence had this upon the author- 
ity of the king and other officers? What upon the esti- 
mation of crimes? 

What was the genius of the Peruvian superstition? 

What was the influence of this upon the character of 
the people ? 

What were the peculiarities of the wars of the Peruvians? 

What was the state of property among the Peruvians? 
Was there any distinction of ranks ? 



KEY TO HISTORY. 85 

What was the state of their agriculture ? 

How did they build their houses? How their temples? 

Describe the two great roads of the Incas. 

Had they any thing like bridges ? 

Had they made any advances in mining and working 
in metals? What ornaments did they have? 

Had they many cities? 

Were the professions separated ? 

What consequence followed from the want of cities? 

What was the most remarkable and fatal defect of the 
Peruvian character? Whence did it probably arise? 
What cruel custom marked their barbarity? What gross- 
ness about their food, is another proof of it? 

What was and still is the character of the natives of 
Chili? (Sect. 58.) 

What was the first consequence to the natives of Amer- 
ica of the establishments made by the Spaniards? (See 
Book Mh, Sect. 2.) 

How did those in the islands fare? 

How those in Mexico I those in Peru 1 

What inconsiderate policy was still more destructive to 
the Mexicans and Peruvians? What new disease ope- 
rated together with this cause, to depopulate New Spain 
and Peru? W r as this destruction of the Indians a delib- 
erate scheme of the Spaniards? 

What did Isabella and her successors do for their pro- 
tection 1 What did the Roman catholic clergy do for 
them ? 

When were the Indians recognised finally, as free sub- 
jects of Spain ? (Sect. 24.) What tribute was exacted 
of them as tax? What labour was imposed on them? 
Do they have any government among themselves? 



86 KEY TO HISTORY. 



CONCLUDING REMARKS. 



In closing, it may be well to give one hint more, respec- 
ting the manner in which this manual is to be used. It 
is not intended that the questions should be given to the 
child in the first instance, with a mere requisition of the 
answers. For this would consist with a very inadequate 
perusal of the text. It is astonishing to see how blindly 
questions are often used by children. The text should 
first be read without reference to questions, and the ques- 
tions be used for a review. Written abstracts, too, are an 
important part of the plan. No time is wasted which is 
devoted to giving the habit of thorough study. A good 
habit, formed at first, will be felt throughout the whole 
course of the historical education. 

It will be observed that this volume forms but the 
" first steps" to the study of history. It is not to be con- 
sidered as History, but merely as biography. The suc- 
ceeding volumes will go back to the earliest times. Part 
II. will be a key to the history of the Jews, together with 
the Asiatic nations, more or less connected with them. 
Part III. will take up the Greeks and Romans. Part IV, 
the middle ages, and the revival of the arts and sciences. 
And, afterwards, there will follow still other volumes upon 
modern history. 

We shall subjoin the following list of writers, for the 
convenience of such teachers as are in the habit of giving 
verbal instruction to their pupils. 



KEY TO HISTORY. 87 



LIST OF WRITERS, 

Especially on the Early Settlement of North America, 
the History of the Natives, fyc. 

Hannah Adams' History of New England. 

Archdale's Description of Carolina. 

Belknap's History of New Hampshire. 

Beverly's History of Virginia. 

Bozman's History of Maryland. 

British Empire in America. 

Chalmers' Political Annals. 

Charlevoix's Travels in North America. 

Colden's History of the Five Nations of Indians. 

Churchill's Collection of Voyages and Travels. 

Coxe's Description of Carolina. 

Douglass's Summary History of the British Settlements 
in North America. 

European Settlements in America, by Burke. 

Gorges' Description of New England. 

Hakluyt's Voyages. 

Harris's Collection of Voyages. 

Hennepin's Travels in America. 

Hewatt's History of South Carolina and Georgia. 

Hoyt's Antiquarian Researches. 

Hubbard's History of New England. 

Hutchinson's History of Massachusetts. 

Johnson's Wonderworking Providence, or History of 
New England. 

Josselyn's Account of two Voyages to New England. 

Keith's History of Virginia. 



88 KEY TO HISTORY, 

Loskiel's History of the Mission of the United Brethren 
in North America. 

McCall's History of Georgia. 

Mather's Magnalia. 

Morton's New England's Memorial, Judge Davis's 
edition. 

Memoirs of Sebastian Cabot. 

Neal's History of New England. 

Prince's Chronological History of New England. 

Proud's History of Pennsylvania. 

McMahon's History of Maryland. 

Purchas's Pilgrimage. 

Ramsay's History of South Carolina. 

Capt. John Smith's Virginia and New England. 

Smith's History of New York. 

Smith's History of New Jersey. 

Stith's History of Virginia. 

Sullivan's History of Maine. 

Williamson's History of Maine. 

Trumbull's History of Connecticut, 

Williams's History of Vermont. 

Williamson's History of North Carolina. 

Martin's History of North Carolina. 

Winthrop's New England Journal, Savage's edition. 

Yates and Moulton's History of New York. 

Church's History of King Philip's War. 

Mason's Account of the Pequot War. 

Peters's History of Connecticut. 

Also, there are other curious works, not easily accessi- 
ble ; as Bartholemew Gosnold's Narrative, &c. mostly 
pamphlets. 



KEY TO HISTORY. 



89 



LIST OF WRITERS ON THE LATER HISTORY. 

Southey's History of Brazil, 
Tudor's Life of Otis. 
Life of Josiah Quincy, Jr. 
Wilkinson's Journal. 
Wirt's Life of Patrick Henry. 

Botta's History of the War of the Independence of the 
United States of America. 

Marshall's Life of Washington. 

The personal lives of Washington, Franklin, and Ham- 
ilton, are to be expected, we understand, from the pen of 
one of our first scholars : it is not possible for them to be 
in better hands. We trust they will soon be forth-coming. 
A general history of America is also in the press, from 
the pen of Mr. A. H. Everett. A very lively and beautiful 
account of the settlement at Plymouth, the settlement at 
Salem, the settlement at Charlestown, the settlement at 
Boston, the battle of Lexington, the battle of Bunker 
Hill, &c. may be found in the orations of Webster, Ev- 
erett, Quincy, and Story, the sermons of Rev. Charles 
Upham, &c. Fine descriptions of the battles of Lexington 
and Bunker Hill, are to be read in u Lionel Lincoln." 



THE END. 



C 12 88 




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